O trabalho colaborativo entre a educação física e a educação especial no processo de aprendizagem dos alunos com deficiência intelectual

Abstract

The inclusion of people with disabilities in our society is increasingly relevant since these individuals are presented in a large way in our population. In this work, we will highlight intellectual disability (ID), which is among the most recurrent disabilities, and which therefore requires great attention. It should be noted, though, that having ID does not mean that the individual becomes an incapable being, but rather that it presents extra support needs that must be identified and worked on with the help of trained professionals in the area. This evaluation can be performed through the Support Intensity Scale (SIS-C), which is a scale that points out the support needs of children and teenagers with ID, and interventions can also be performed by special educators and physical education teachers (PE) within regular schools and special institutions, collaboratively, aiming at the development of the student as a whole. In this sense, this study aimed to identify the areas of interface between PE and Special Education (SE), seeking to understand the role of each professional during the learning process of students with ID and the possibilities of knowledge exchanges between them. The data are part of a larger project, and for this paper, the data analyzed comprise 310 children and teenagers with ID, including the different regions of Brazil. The items referring to the second session of the scale were evaluated, regarding school participation activities, school learning activities, and health and safety activities, which are strongly linked to the student's school journey, with specialized educational care (SEC) and with physical education, which are the target points of this study. The quantitative analysis approach was adopted since the responses obtained were quantified and later analyzed for better explanation and interpretation of the data. As a result, it was possible to understand the great contribution that the union of the singularities of each of the degrees can bring to the learning process of ID students, once the knowledge, even if distinct, is tied together with the same goal, because even with the different approaches that each of the areas presents in its curriculum, both systems corroborate in the construction of the individual as a whole, covering the social, psychological, cognitive, physical, and motor scopes, among others, that support the development of the person.