Avaliação das possibilidades do ensino colaborativo no processo de inclusão escolar do aluno com deficiência mental.
Abstract
Every day the school faces the challenge of teaching with quality all the students but
without having a lot of success in working with the diversity because of the verified
absence of a serious and effective politics of inclusive education in most of the school
systems. In the students with special education needs case, the access to a common class in
regular schools has being minimum and there are several no solved questions on how the
philosophical beginning of school inclusion could happen in practice, not only promoting
the socialization but also those students' school income. An alternative thoroughly
emphasized has been the need of teachers' qualification who have already been working
with those students in their groups. And the scientific literature of more experienced
countries in practices of school inclusion has being choosed the collaborative work in the
school context as a strategy in ascension, that has shown effectiveness to solve several
problems related to the process of teaching and learning and to promote the educators'
personal and professional development. The objective of this study consisted in verifying
the implications of one way of collaborative work in the school that would be denominated
"collaborative teaching" which involves the establishment of a partnership basically among
teachers of regular and special teaching. The study was driven at two common schools of
elementary teaching, and more directly in four groups from 1st to 4th grades where six
students with mental deficiency were inserted. Before and after the intervention, academic
and social acting measures of all the students of the four groups were collected. The
intervention based in the collaborative teaching involved the establishment of a partnership
with the teacher of the special teaching systematic support inside the common class
together with the teacher of the regular teaching, in some days of the week and activities
planned extra-class, reflection on the practice, meetings with relatives, meetings with the
school group and driven studies. The intervention in each group lasted from one semester
to one year, and the study had total duration of two years, evolving the attendance in the
four groups. After the intervention stage measures of social validity based on the teachers'
and families´ opinions on the teaching collaborative were collected. The intervention based
on collaborative teach involved a partnership determined by the sistematic support of the
special education teacher inside the usual classroom, with the regular education teacher, in
some days of the week, besides the extra-class activities with planning, reflexion about the
practice, meetings with the student´s families, meetings with the coletive of school and
conducted study. The intervention in each group, last since six months to one year, and all
the study lasted two years including the four groups attendance. After the intervention
stage, social information were colected based on teacher´s and families´s statement about
collaborative teaching. The results indicate that all the six students had evoluted in the
acting even academic or in socialization, although considerable discrepancy is observed in
comparison with the average yield of the group. For all of the teachers the teaching
collaborative made possible personal and professional development but some difficulties
appeared mainly in the united activities in the classroom atmosphere. The relatives
considered that their children had improvements and they felt safer for the fact of having
two teachers in the room. The study also indicated that the collaborative teaching was evaluated as an effective strategy of the teachers' personal and professional development
involved in practices that seek the school inclusion. As implications of the study, we
discuss about the need of changes in the culture of initial and continuous formation of
common and special education teachers to prepare them to really act in collaboration. It is
still discussed the new role of the special education teacher to act priory as support
centered in the common class and not just in services that involve the students' retreat with
special education needs of the group or exclusively in segregated services.