Avanços e entraves no atendimento educacional especializado (AEE) na educação infantil: um estudo de caso a partir dos discursos dos professores.

Abstract

Our greatest asset is the people who can help society evolve as: social, environmental, cultural, economic and intellectual. Therefore this study aimed to investigate the main advances and obstacles in specialized educational services from kindergarten in a school in Crato-Ceara State, as well as identify conceptions of teachers regarding the inclusion of children with disabilities in regular schools from the speech of these professionals. To conduct this research we used a qualitative approach to understanding auspicious occasion of the subject through the utterance of those involved in the process of ESA. The theoretical basis is based on studies of ESA from some authors, and describes the stages of the project, its limitations, possibilities and needs, as well as the results and the means used to obtain research data. The main instrument to gauge the views of teachers surveyed was the application of a questionnaire with four teachers, two who work in the common room and two room working on ESA. school in the year 2012. Among other data, the study revealed that although the proposal to include supporters, teachers. are not prepared to deal with the diversity of the students in this inclusive classroom. The data make us reflect, mainly from the difficulties pointed out by the teachers, the ideal is proposed, along with school professionals, pedagogical alternatives grounded in the desire to build a work that effectively contributes to the transformation of living conditions and education of this group subject of historically segregated and excluded. Therefore this study can contribute to the evolution of ESA schools from Crato - CE, based on the evaluation of conditions of service offered by schools from the point of view of the teachers involved in this process. Depending on the data collected can be seen that no school has room type II installed, and that most schools do not have your room working on ESA space fully adequate to the demands of the MEC. Another point to be worked on is the anxiety of teachers on the need to update to work with children with disabilities, from their statements it appears that this is one of the strengths limit the professional performance of teachers in specialized educational services.