Ensino colaborativo na educação infantil para favorecer o desenvolvimento da criança com deficiência intelectual
Mendes, Melina Thaís da Silva
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School inclusion is not represented only by the registration of intellectual disabled children, but their stay and ensuring an effective education that should happen from kindergarten. Considering this need, the research aimed to describe and analyze the process of intervention between the professor of Early Childhood Education of the common class and the teacher of Special Education with a view to training based on collaborative learning and adaptation activity. The specific objectives were: a) analyze the Child Education teacher knowledge of common teaching and teacher of Special Education before and after training on collaborative learning and adaptation activities; b) describe and analyze as teacher of Early Childhood Education of the common teaching and teacher of Special Education develop teaching practice with children with intellectual disabilities; c) describe the process of intervention with children's activities to adapt with intellectual disabilities in order to promote learning; d) describe and analyze the limits and possibilities of collaborative proposal in kindergarten teacher's view of the common teaching and teacher of Special Education. The participants were a teacher of Special Education who served in the collaborative proposal and a common room teacher of stage 6 of Early Childhood Education who had enrolled in his room a child with intellectual disabilities. Under the qualitative approach, this research was characterized as a collaborative research aimed at contributing to ongoing training of teachers, reflections of teaching practices and production of co-knowledge. For this, there were 11 meetings with teachers and researcher. For data collection was used five instruments: initial semi-structured interviews, observations script, script meetings, field diary and semi-structured interview guide end. Data were analyzed by means of elaboration of categories, with consideration of three judges, in view of the reliability of the analysis. The treatment of the data was qualitatively done through thematic categories. The results revealed the need for more information on the themes of co-teaching and adaptation activities on the part of teachers, for dissemination and implementation in practice. The use of pedagogical practices that consider the characteristics and ways of access to the knowledge of the child with intellectual disabilities and the constant reflection of the same. The importance and necessity of planning done by the teacher of the common room and expert. The need for structuring and regulation of co-learning in the city studied. Also show that collaborative learning and adaptation contribute to the improvement of participation and focus on activities, encouraging the development of intellectual disabled children in kindergarten.