The Difficulties encountered by support agents in special education with physically disabled students
DOI:
https://doi.org/10.31686/ijier.vol6.iss5.1035Keywords:
Special Education, Inclusive Education, disabilityAbstract
The aim of this study was to analyze the difficulties encountered by support agents in special education with students with disabilities. The methodology was qualitative and exploratory. Data were collected through a semi-structured interview and analyzed through thematic content analysis. The participants of the research were 12 support agents in special education in elementary education who carry out their activities with students with physical disabilities in a municipal school network. In relation to the difficulties encountered by special education support agents, the following categories emerged: Training of human resources; Material and technological resources; Infrastructure and Accessibility; Teamwork and Inclusion only in theory. It was concluded that there is a shortage of resources in this scenario, and may influence the quality of education offered to students with disabilities.
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Vitalino, C. R. (2007). Analysis of the need for pedagogical preparation of teachers of undergraduate courses for the inclusion of students with special educational needs. Brazilian Journal of Special Education, 13 (3), 399-414.
Vitório, G. A. L. (2013). Social skills and inclusive education. Learning magazine: the journal of pedagogical practice.7 (38), 56-57.
Wajnsztejn, A. B.; Zaneli, C. C. (2013). To look and act for every student in the pursuit of learning, we really need laws or attitudes. Learning magazine: the journal of pedagogical practice,7 (38), 22-23.
Wanderer, A.; Pedroza, R. L. S. (2010). Elaboration of political-pedagogical projects: reflections about the performance of the psychologist in the school. Semester Magazine of the Brazilian Association of School and Educational Psychology,. 14 (1), 121-129.
Wilde, O. (2014). Inclusion School x Inclusive School. In: Assistiva - Technology and Education.
Bisol, C. A.; Valentini, C. B. (2014). Virtual learning object include: resource for teacher training for inclusion. Brazilian Journal of Special Education, 20 (2), 223-234.
Brasil(2010). National Curricular Guidelines for Early Childhood Education / Basic Education Secretariat.MEC/SEB.
Braz-Aquino, F. S.; Ferreira, I. R. L.; Cavalcante, L. A. (2016). Conceptions and Practices of School Psychologists and Teachers about School Inclusion. Psychology: Science and Profession, 36 (2), 255-266.
Breitenbach, F. V.; Honnef, C.; Costas, F. A. T. (2016). Inclusive education: the implications of the translations and interpretations of the Declaration of Salamanca in Brazil. Essay: Evaluation and Public Policies in Educatio, 24 (91), 359-379.
Carvalho-Freitas, M. N.; Rocha, A. C. G. G. B. D.; Souto, J. F.; Santos, L. M. M. (2015). Psychosocial characteristics of initial contact with students with disabilities. Psychology & Society,27 (1), 211-220.
Cavalcante, M. S. A.; Jiménez, L. O. (2016). The process of inclusive education in the regular school system in municipal schools from 1st to 5th year Tupanatinga - Pernambuco - Brazil. Interscience Place, 12 (1), 86-108.
Coelho, T. (2014). A roadmap for excellence in education. Learning magazine: the journal of pedagogical practice,8 (40), 51.
Dámaral,T.C.(2014). IBDD Primer on the rights of the disabled person [IBDD research and text]. - 3.ed. [rev. and updated]. National syndicate of book publishers - Rio de Janeiro: IBDD.
Dias, M. Á. De L.; Rosa, S.C.; Andrade, P.F. (2015). Teachers and inclusive education: identification of the factors necessary for its implementation. Psychology Usp., 26 (3), 453-463.
Dias, P.C. (2017). The self-efficacy of teachers for the implementation of inclusive practices: contributions to a reflection on educational inclusion. Essay: Evaluation and Public Policies in Education, 25 (94), 7-25.
Duarte, E. R.; Rafael, C. B. S.; Figueiras, J. F.; Neves, C. M.; Ferreira, M. E. C. (2013). Case study on the inclusion of students with disabilities in Higher Education. Brazilian Journal of Education Specialization, 19 (2), 289-300.
Ferraz, C. R. A.; Araújo, M. V.; Carreiro, L. R. R. (2010). Inclusion of children with Down Syndrome and cerebral palsy in primary education I: comparison of reports of mothers and teachers. Brazilian Journal of Special Education, 16 (3), 397-414.
Ferreira, W. B. (2015). 20 Years after Salamanca: where are we and where are we going? PoíesisTeaching, Catalão-GO, l, l13 (1), 87-106.
Fiorini, M.L.S.; Manzini, E.J. (2014). Inclusion of students with disabilities in the physical education class: identifying difficulties, actions and contents to provide teacher training. Brazilian Journal of Special Education,20 (3), 387-404.
Fonteles, D. S. R.; Mazzotta, M. J. S. (2015). Brazilian Education: Education for all in Brazil: advances and challenges.CRUB, Brasília, 37 (74/75), 74-94.
Garcia, R. M. C. (2013). Special education policy in an inclusive perspective and teacher training in Brazil. Brazilian Journal of Education, 18 (52), 101-119.
Glat, R.; Nogueira, M. L. (2010). Educational policies and teacher training for inclusive education in Brazil. Communications - Notebook of the Post-Graduate Program in Education, 10 (1), 134-141.
Guerreiro, E. M. B. R.; Almeida, M.; Silva Filho, J. H. (2014). Evaluation of the satisfaction of students with disabilities in higher education. Assessment: Higher Education Evaluation Journal (Campinas)19 (1), 31-60.
Kuzuyabu, M. (2016). Education - Inclusion in practice: inclusion in practice, 19 (228), 32-44.
Mantoan, M. T. E. (2004) The right to difference in schools: questions about the school inclusion of people with and without disabilities. Special Education Magazine of Santa Maria, 23-29.
Masi, D. (2014). Excellence in education. Learning magazine: the journal of pedagogical practice, 8 (40), 09-12.
Minayo, M. C. S. (2011). Social Research: theory, method and creativity (30th ed). Petrópolis, RJ: Vozes.
Nunes, S. S.; Saia, A. L.; Tavares, R. E. (2015). Inclusive Education: Between History, Prejudices, School and Family. Psychology: Science and Profession,35 (4), 1106-1119.
Oliveira, R. B. (2013). The subjects of inclusive education in school for all. Learning magazine: the journal of pedagogical practice, 7 (38), 20-21.
Pimenta, S. G. (2012). Pedagogical knowledge and teaching activity (8th ed.). São Paulo: Cortez.
Rabin,G.C.(2017). Seminars sheet: Networking is the key in continuing education and teachers. 2nd Forum of educational innovation.
Sassaki, R. K. (2013). Evaluation of learning. Learning magazine: the journal of pedagogical practice,7 (38), 24.
Silva, A. K. L. S. (2013). Sexual and gender diversity: the construction of the social subject. Magazine NUFEN,5 (1), 12-25.
Silva, C. C. B.; Molero, E. S. S.; Roman, M. D. (2016). Interface between Health and Education: perceptions of educators about inclusive education. School and Educational Psychology, 20 (1), 109-115.
Sousa; N. A.; Junior; M. F. S.; Costa, S. K. (2016). Institutions of education considered sustainable and inclusive: accessibility in physical spaces for children with disabilities in Vitória da Conquista - BA. REMEA - Electronic Journal of the Masters in Environmental Education, 34 (3), 103-132.
Tardif, M. (2012). Teaching skills and vocational training.(13th ed.). Petrópolis/RJ: Vozes.
Tavares, L. M. F. L.; Santos, L. M. M.; Freitas, M. N. C. (2016). Inclusive Education: A Study on Teacher Training. Brazilian journal. special education,22 (4), 527-542.
Tozoni-Reis, M. F. C.; Campos, L. M. L. (2014). School environmental education, human training and teacher training: necessary articulations. Educate in Magazine, 3, 145-162.
Varela, R. C. B.; Oliver, F. C. (2013). The use of Assistive Technology in the daily life of children with disabilities. Science & Collective Health,18 (6), 1773-1784.
Veltrone, A. A.; Mendes, E. G. (2011). Description of the proposals of the Ministry of Education in the assessment of intellectual disability. Paidéia (Ribeirão Preto), 21 (50), 413-421.
Vitalino, C. R. (2007). Analysis of the need for pedagogical preparation of teachers of undergraduate courses for the inclusion of students with special educational needs. Brazilian Journal of Special Education, 13 (3), 399-414.
Vitório, G. A. L. (2013). Social skills and inclusive education. Learning magazine: the journal of pedagogical practice.7 (38), 56-57.
Wajnsztejn, A. B.; Zaneli, C. C. (2013). To look and act for every student in the pursuit of learning, we really need laws or attitudes. Learning magazine: the journal of pedagogical practice,7 (38), 22-23.
Wanderer, A.; Pedroza, R. L. S. (2010). Elaboration of political-pedagogical projects: reflections about the performance of the psychologist in the school. Semester Magazine of the Brazilian Association of School and Educational Psychology,. 14 (1), 121-129.
Wilde, O. (2014). Inclusion School x Inclusive School. In: Assistiva - Technology and Education.
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Copyright (c) 2018 Fabiola Hermes Chesani, Dionei Alves Dos Santos, Claudete Santos Demetrio, João Pedro Euriques Batista, João Pedro Euriques Batista, Matheulli Guilherme Corrêa de Andrade
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How to Cite
Chesani, F. H., Alves Dos Santos, D., Demetrio, C. S., Batista, J. P. E., Batista, J. P. E., & Corrêa de Andrade, M. G. (2018). The Difficulties encountered by support agents in special education with physically disabled students. International Journal for Innovation Education and Research, 6(5), 164-178. https://doi.org/10.31686/ijier.vol6.iss5.1035
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