CONCEITO SOBRE A EDUCAÇÃO DA CRIANÇA DEFICIENTE, DE ACORDO COM PROFESSORES DE EDUCAÇÃO INFANTIL DA CIDADE DE BAURU
CONCEPT ABOUT THE DEFICIENT CHILD EDUCATION ACCORDING TO KINDERGARTEN TEACHERS FROM BAURU
Fabiana C. F. De VITTA; Karen Prado lyra e SILVA; Márcia C. A. F. MORAES
ABSTRACT: The present study aimed to verify the concept of the deficient child education from 3 to 6 years with kindergarten teachers who differ in relation to the presence of deficient students in their jobs. It was applied a protocol of personal and professional information and a questionnaire, with open and closed questions, to 70 teachers: 35 that work with children in this age group, in regular classes without the deficient children's insertion in the school; 31 responsible for regular classes with insertion of deficient children and 4 that teach in special education schools. The results were analyzed through descriptive statistics and content analysis and they revealed that the teachers believe that the learning has more interference in the mental deficient child than in the physical deficient one. For them, the factors that hinder the deficient child education included those inherent to the deficient individual, to the teacher and the school structure. Significant differences were not observed in the answers of the different groups of teachers. It can be concluded that in order to have the deficient child's real inclusion in the regular teaching, it is necessary to propitiate conditions of structural change in the educational system, to facilitate formation that contemplates referring contents to the deficiencies and the individual differences, adaptation of the forms, of the pedagogic material and the physical space, besides specific technical support.
KEYWORD: special education; kindergarten; occupational therapy.
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