Análise dos serviços de atendimento educacional especializado no município de Cachoeira do Sul – RS

Abstract

Special education from an inclusive perspective is a way to include students with disabilities in regular education. For this inclusion to be possible, Brazilian legislation requires some services and resources that must be available at the school, such as the Specialized Educational Service (AEE), which aims to provide pedagogical assistance to students with global disabilities, and ensuring the right of access to classrooms cross-functional resources and specialized services, eliminating barriers to learning. Schools must have trained professionals, materials, equipment and infrastructure to ensure minimum working conditions. Therefore, this study aims to analyze an offer of special education services included in the Municipal Public Network of Cachoeira do Sul-RS. For this, architectural, attitudinal and communicational accessibility within the school in which the AEE teachers work and whether the materials and equipment available are sufficient and/or adequate for the work were analyzed. In addition, the interaction between the work of the AEE teachers and the teachers of the regular class was verified. The challenges of conducting the Special Education policy in the Municipal Department of Education were analyzed. It is an exploratory research, with a qualitative approach, characterized as a case study and bibliographical research, with a questionnaire for data collection, having as target audience the teachers of specialized educational services. Quantitative information was issued on the amount of assistance, students of each special educational need, gender and age group. The results indicated that there are some obstacles in the execution of Special and Inclusive Education services: the need to train teachers and monitors, as well as the insufficient number of support professionals; some teachers are in high demand for assistance; 40% of rural school students and 20% of urban school students are undiagnosed; status of physical accessibility infrastructure; neglect of family involvement in the educational process; and students attended in the same period of regular education. The following were proposed: an infographic to raise awareness among families and the implementation of a Multidisciplinary Center for Specialized Educational Service.