Práticas pedagógicas inclusivas para alunos surdos numa perspectiva colaborativa.
Resumo
The practice of inclusion in the school involves the education of children with special
educational needs in regular classrooms with colleagues without special needs.
However, regular education teachers are inclined to change practices as to
arrangements, instructional procedures, activities, assessments and adequacy of the
contents, so as the participation and learning of these students may be impaired. Even
though the literature of inclusion presents many effective pedagogical strategies, they do
not seem to reach the classrooms of deaf students. The present study is based on the
problem of achieving better teachers qualification, attempting to enhance the
pedagogical practices of regular education teachers as regards the needs of deaf
students. The study comprised establishment and evaluation of a continued education
program for regular education teachers so as to make it more autonomous and provide
more effective adequate pedagogical practices to the needs of students. The study was
conducted for 20 weeks and involved the researcher acting as a collaborator and three
different teachers who had deaf students in their classrooms. The fist part involved a
preliminary planning for analysis of the learning style of deaf students, and the aims and
strategies that would be used with these students along the year. This was followed by
collaborative intervention, on which the researcher videotaped a random class of each
teacher. This tape was edited and presented in a meeting for the three teachers, for
analysis and re-planning if required. Each class was re-planned and enhanced until all
teachers agreed that the goal had been achieved. The collected data involved initial
educational planning protocol and the protocol of each class with complete recording of
the processes since the initial planning until evaluation of the last successful
implementation. The teaching processes of 64 classes were videotaped, with a mean of
16 to 26 classes per teacher. The meetings also comprised discussion about texts on
inclusive pedagogical practices. After intervention, the teachers opinions on the
collaborative planning activity were gathered. The results showed many possibilities to
establish a collaborative environment between regular education and special education
teachers. The planned strategies were implemented in classrooms, and intervention
provided an opportunity of training for the teachers. The teachers evaluated that the
strategies implemented benefited not only the deaf students, but also the others. The
collaboration potential between regular education and special education teachers is
discussed as a strategy for formation and facilitation of inclusion of students with
special educational needs. The results further demonstrated that, even though
collaborative intervention has enhanced the quality of teaching, it does not seem to be
enough to solve the communication problems between teacher and deaf student.