Percepção da inclusão social na visão da família e educadores de crianças com deficiências múltiplas

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dc.contributor.advisorCarvalho, Sueli Galego dept_BR
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/1645252855599015por
dc.contributor.authorJones, Andreza Batistapt_BR
dc.creator.Latteshttp://lattes.cnpq.br/2963436497652349por
dc.date.accessioned2016-03-15T19:40:04Z
dc.date.accessioned2020-03-19T15:20:00Z
dc.date.available2013-11-13pt_BR
dc.date.available2020-03-19T15:20:00Z
dc.date.issued2013-07-29pt_BR
dc.description.abstractThe changes in the Brazilian educational system in recent decades have produced positive and negative results in the school inclusive process of pupils with special educational needs. This study aimed to identify the actions of social inclusion as perceived by families and educators of children with multiple disabilities in mainstream schools of a city in Minas Gerais. The participants were family members and teachers of five children with multiple disabilities. A qualitative and descriptive approach was adopted, utilizing semi-structured interviews with family members and teachers, following a script made previously. The research involved observations in the classroom and in recreational moments of children with multiple disabilities at school. After the interviews, the transcript of the statements was made, as well as the categorization of the most significant elements. Thus, two classes of categories were identified, one related to the perception of the family and the other related to the perception of the teachers. Among the categories related to the family we have: contact with colleagues, peer relationships, perception of learning.The categories generated from the perception of teachers are: experience, difficulties, positive and negative aspects, perception of learning, social inclusion. It was possible to verify that the reports of interviews and classroom observations indicated important factors regarding the social inclusion process of children with multiple disabilities, demonstrating incompatibility between the family members statements and the observations performed. In addition, exclusive social aspects were evidenced with some of the students observed. The teacher s statements identified that they do not have experience with disabled children and that there is a need for support in the classroom to meet the special educational needs of these children. The final product of the research led us to some suggestions: Access to the diagnosis of children with disabilities; Reduction of number of students in the classroom; To keep walker beside the children who have it; Insert teachers / educators in the classroom in order to meet the special educational needs of children with disabilities; Availability of specific and differentiated materials for each student included; Encourage and offer updated training courses for teachers; Communication between professionals / educators, for example, the professionals of Specialized Educational Service (A.E.E) should inform the teachers about the materials used and the work that is being developed with the disabled child so that there is continuity of them in the classroom; Communication between professionals of APAE and the educators/ teachers / psychopedagogue of the school that the child attends, To integrate the work developed in each of these locations and monitor the development of the child with disability; Placing students with disabilities in the middle of the classroom, and not isolated, as in the extreme rows, enabling, this way, greater interaction with peers; Give priority to those who wear glasses and have visual problems to sit in the first chair of the row; The teachers should allow greater socialization of children in the classroom; Better accessibility in the schools.eng
dc.formatapplication/pdfpor
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/22532
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.subjectinclusão socialpor
dc.subjectprofessorespor
dc.subjectfamíliapor
dc.subjectdeficiências múltiplaspor
dc.subjecteducação especialpor
dc.subjectsocial inclusioneng
dc.subjectteacherseng
dc.subjectfamilyeng
dc.subjectmultiple disabilitieseng
dc.subjectspecial educationeng
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/3756/Andreza%20Batista%20Jones.pdf.jpg*
dc.titlePercepção da inclusão social na visão da família e educadores de crianças com deficiências múltiplaspor
dc.typeDissertaçãopor
local.contributor.board1Assis, Silvana Maria Blascovi dept_BR
local.contributor.board1Latteshttp://lattes.cnpq.br/6553900966729412por
local.contributor.board2Peixoto, Beatriz de Oliveirapt_BR
local.contributor.board2Latteshttp://lattes.cnpq.br/7953557224673845por
local.publisher.countryBRpor
local.publisher.departmentPsicologiapor
local.publisher.initialsUPMpor
local.publisher.programDistúrbios do Desenvolvimentopor
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