A formação do professor e o atendimento cotidiano dos alunos com deficiência na classe comum de uma escola da diretoria de ensino leste 1 da rede Estadual de São Paulo

• Ano de defesa: 2012
• Autor(a) principal: Gomes, Izabel da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Pós-Graduação; Mestrado em Educação; UNICID
• Palavras-chave em Português: Políticas públicas de educação; Educação inclusiva; Atendimento escolar do aluno com deficiência na escola comum; Education public policies; Inclusive education; School attendance of disabled students in regular schools; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL
• Link de acesso: http://repositorio.cruzeirodosul.edu.br:8080/jspui/handle/123456789/98

This study aimed to investigate how teacher education contributes to the daily attendance of students with disabilities in regular class, a school Board of Education of an Eastern State Network of Sao Paulo, according to its established guidelines and policies for education issued by the government. The research has developed around the aspects of teaching practices carried out by teachers in their daily work in the school, as the scope of actions and programs from the public policy of inclusive education. Interest in the subject emerges from the anxieties generated in the form of assistance that the school, in their condition, gives to students with disabilities and also to students who have some type of difficulty in learning and consequently in their general development. This investigation sought to articulate public policies for inclusion in the federal and state programs and actions related to ensuring the advancement of the process of inclusive education within the school unit. Thus, this research is qualitative with an exploratory literature review as well as participant observation on the target population of research, ie, those involved in school work, developing daily in the school of education care for students with disabilities, including for both the person authorizing, school teachers, educational coordinators, assistants and other staff and parents of students who somehow help the school for school inclusion. As a reference, I turned to the legal bases, their reassurances, especially in the last decade, through laws and decrees that determine programs and activities dealing with aspects of inclusive education in national education and authors of the field of special education and humanists as SILVA, MACHADO and others.