PROFESSORES DE CRIANÇAS COM NECESSIDADES EDUCACIONAIS ESPECIAIS:O SUPORTE INFORMACIONAL NO COTIDIANO DA ESCOLA QUE BUSCA A INCLUSÃO
TEACHERS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: THE INFORMATIONAL SUPPORT IN THE DAILY ROUTINE OF SCHOOLS ATTEMPTING TO ACHIEVE INCLUSION
Cláudia Maria Simões MARTINEZ; Renata Christian de Oliveira PAMPLIN; Jorge OISHI
ABSTRACT: A large number of researches about inclusion of children with special educational needs in the regular system of education has indicated that the teacher is the main responsible for either the success or the failure of these children at school. However, recent studies have pointed to the importance of considering the influence of the family context on children’s schooling process. Thus, the aim of this study was to assess the relations between special education teachers and the families of their students regarding the information support the teacher provides for the family. Thirteen teachers participated, answering the Questionnaire on the Role of Special Education Teachers. It was possible to assume that the relations between teachers and families of children with SEN cannot be described as a partnership since teachers do not provide the information systematically, although it could be really necessary for the person in charge of the child.
KEYWORDS: school parent relationship; parent caregiver relationship; special education.
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