SCHOOL INCLUSION FROM THE PERSPECTIVE OF THE SPECIALIZED TEACHER

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorUniversidade de São Paulo (USP)-
Autor(es): dc.creatorCarneiro, Relma Urel Carbone-
Autor(es): dc.creatorPedroso, Cristina Cinto Araujo-
Autor(es): dc.creatorSantos, Denise Cristina da Costa Franca dos-
Data de aceite: dc.date.accessioned2025-08-21T20:41:59Z-
Data de disponibilização: dc.date.available2025-08-21T20:41:59Z-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2023-07-29-
Data de envio: dc.date.issued2022-10-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.21723/riaee.v17i4.17454-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/245303-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/245303-
Descrição: dc.descriptionThe study aimed to analyze the work developed by the specialized teacher in a context of transition of the role of Special Education from a substitutive model to a complementary model. The development of the research followed a qualitative approach of descriptive type. For data collection, we used the focus group technique. The data showed resistance from the participants in accepting the right of the special education student to study in common environments and also that the Special Education performance, in most cases, continues to be substitutive and compensatory, maintaining the exclusion. The data indicated that the history of Special Education as a parallel service is still very deep-rooted in the school environment, being legitimized both by specialized teachers, teachers of common classes and educational managers. In summary, in Brazil we still do not have a school for special needs students that overcomes the weaknesses of the common school and the specialized institution.-
Descrição: dc.descriptionSao Paulo State Univ UNESP, Dept Educ Psychol, Araraquara, SP, Brazil-
Descrição: dc.descriptionSao Paulo State Univ UNESP, Grad Program Sch Educ, Araraquara, SP, Brazil-
Descrição: dc.descriptionUniv Sao Paulo, Dept Educ Informat & Commun, Ribeirao Preto, SP, Brazil-
Descrição: dc.descriptionUniv Sao Paulo, Sch Philosophy Sci & Languages, Grad Program Educ, Ribeirao Preto, SP, Brazil-
Descrição: dc.descriptionSao Paulo State Univ UNESP, Educ, Araraquara, SP, Brazil-
Descrição: dc.descriptionSao Paulo State Univ UNESP, Dept Educ Psychol, Araraquara, SP, Brazil-
Descrição: dc.descriptionSao Paulo State Univ UNESP, Grad Program Sch Educ, Araraquara, SP, Brazil-
Descrição: dc.descriptionSao Paulo State Univ UNESP, Educ, Araraquara, SP, Brazil-
Formato: dc.format2876-2892-
Idioma: dc.languageen-
Publicador: dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis-
Relação: dc.relationRevista Ibero-americana De Estudos Em Educacao-
???dc.source???: dc.sourceWeb of Science-
Palavras-chave: dc.subjectSpecial Education-
Palavras-chave: dc.subjectInclusion-
Palavras-chave: dc.subjectSpecialized teacher-
Palavras-chave: dc.subjectSpecialized educational attention-
Título: dc.titleSCHOOL INCLUSION FROM THE PERSPECTIVE OF THE SPECIALIZED TEACHER-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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