Specialized Educational Service: mishaps and challenges
DOI:
https://doi.org/10.31686/ijier.vol8.iss5.2326Keywords:
school inclusion, curriculum adaptation, pedagogical practiceAbstract
inclusive education is still a controversial, non-consensual issue that generates doubts and insecurities for educators. In this sense, this article aims to reflect on the educational reality found by this public, and present the work done by the NAPNE (Center for Assistance to People with Specific Educational Needs) of the Federal Institute of Education, Science and Technology of Rio Grande do Sul Regarding the methodology used, this is a qualitative research, with a theoretical nature, through a literature review of the current legislation and the IFRS Institutional Pedagogical Project.
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References
E. S. G. Oliveira, M. S. M. M. Sá and M. L. L. Nogueira, “Legislation and Public Policy in Inclusive Education”, 2 ed., Curitiba, IESDE, 2009.
IFRS - Federal Institute of Education, Science and Technology of Rio Grande do Sul, “Institutional Pedagogical Project. Rio Grande do Sul: Department of Education, IFRS”, 2011.
M. S. Pasian, E. G. Mendes and F. Cia, “Specialized Educational Service: aspects of teacher education”, Research Papers, v. 47, n. 165, 2017, pp. 964-981. DOI: https://doi.org/10.1590/198053144242
P. Braun, and M.M. Vianna, “Specialized Educational Service, Multifunctional Resource Room and Individualized Teaching Plan: Deployment of a Pedagogical Doing”, Special education and school inclusion: reflections on pedagogical practice, Rio de Janeiro, EDUR, 2011, pp. 23-34.
R. E. Carvalho, “Inclusive Education: with the drops in the ‘is’”, Porto Alegre, Mediation, 2004.
R. E. Carvalho, “Inclusive Education: what are we talking about?”, Education Center Magazine, v. 26, 2005, pp. 1-7.
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Copyright (c) 2020 Maria Aparecida Santana Camargo, Fernanda Isabel Royer
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Accepted 2020-05-02
Published 2020-05-01
