Inclusão e deficiência intelectual: ensino presencial e remoto sob o olhar de professores de uma sala de atendimento educacional especializado.

Abstract

Discussions related to the inclusion of people with disabilities (PWD) are not a recent trend. And such population has been treated according to the social model over time. Currently, disabled students and their guardians can opt for education in regular education institutions, with educational inclusion being a guaranteed right through programs, educational policies, and rehabilitation, being present in the Brazilian legislation. In this way, a greater and more effective focus has been given to people with intellectual disabilities (ID) in the educational area. However, due to the care and structural demands for these students, there is an unpreparedness of regular schools to meet their needs. With this in mind, it was considered relevant to observe and analyze the daily life of disabled students, who attend the multifunctional resource room and the specialized educational teaching room (ETR) of a regular school. And thus, comparing the inclusion of these students during the regular period of classes at the regular public school (beginning of the year 2020), where disabled students attended the school and the multifunctional resource room, and the period of Covid-19 pandemic, in which classes started to be taught WhatsApp and video calls. To carry out the qualitative research, a public school of regular education in Regional I at Fortaleza, Brazil, was selected, which has a specialized educational teaching room (ETR) attended by disabled students, mainly with ID. Of these students, five were chosen for the development of the study, which involved observations of their interactions during the period in which they were at school. In addition, semi-structured interviews were conducted with the teachers responsible for individualized care and specialized teaching. The interviews were used to compare the inclusion of students with ID in two different moments for teaching, through content analysis. The results showed that students in the ETR classroom spend most of their time alone, without any interaction (90% of the time observed). When there is social interaction, it occurs most of the time between them, being rare episodes of interaction with the students of the regular classroom and with the teachers of these students. This fact is related to differences interval time between these two groups (ETR students and regular students) and the lack of a real process of inclusion of students in the school environment, as being in the regular school does not mean being included in facto. Communication with students at ETR and their families in the remote teaching period where the teachers reported the importance of keeping the contact and teaching for those who present ID.