Atendimento educacional especializado na perspectiva inclusiva
Discussing the topic of inclusion always brings with it a series of questions and different understandings, which tend to increase as social changes happen, the demands in the school environment are increasing, especially with regard to ESA, which requires a series of specifications for its effectiv...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/41861 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | Discussing the topic of inclusion always brings with it a series of questions and different understandings, which tend to increase as social changes happen, the demands in the school environment are increasing, especially with regard to ESA, which requires a series of specifications for its effectiveness, among which - adequate space, concrete materials directed to each type of special need and especially adequate training of professionals working with special education. The main objective of this work was to know the official documents that guide the school inclusion and to present a discussion about the concept of inclusion. It is a bibliographical research, through which documents that discuss the obligation of inclusion in the regular classroom, among the readings can be mentioned the Declaration of Salamanca (1994) and BRASIL / LDB (1996, 2004 , 2010); In addition, the research dialogues with authors such as Sassaki (1997), Mantoan (1997, 2006), among other theorists who researched the theme. It is a qualitative research, concluded from the readings made, it can be realized that although many evolutions have happened throughout the history of the inclusion of children with special educational needs in the scope of the school and in spite of several Laws that defend the effective inclusion, the school still has many limitations in attending this public, which consequently hinders inclusion as provided in the Declaration of Salamanca (1994), however there is significant growth when education and family professionals work together for the benefit of the child. |
|---|