Abstract
The present research integrates a network of studies called National Monitoring Center for Special Education (NMCSE) which studies the Multi-purpose Feature Rooms (MFRs) in regular schools. We aim to investigate whether the service offered by such rooms, maintained by the Department of Education of the Municipality of Araraquara, in S?o Paulo State, Brazil, is being successful at supporting the education of children and youth with special needs, pervasive developmental disorders and high skilled/gifted individuals. We have also investigated the limits and possibilities of such rooms concerning the set of services offered to their participants. In order to conduct the present research, we have performed: an interview with the Special Education Program manager from the abovementioned Department of Education; and the analysis of a Training Program that MFRs teachers must take. The training program consists of ten morning and afternoon shift meetings. The analyzed data leads us to conclude that the policy of implementation of MFRs, even in this relatively restricted universe is seen from different perspectives. Some interpretations are still permeated by the clinical model, considering individual action. The challenges observed in the classrooms show that the cooperation among teachers still occur randomly and, among other difficulties raised by them, is the selection of the right placement methods to identify eligible students who will benefit from the Specialized Educational Service (SES). In addition, teaching evaluation was considered fragile, as well as the training and the general requirements demanded in order to achieve the expected results.
Highlights
National Monitoring Center for Special Education (NMCSE) has as specific goals: to assess the limits and possibilities of Multi-purpose Feature Rooms (MFRs) while supporting the education of students with disabilities, pervasive developmental disorders and high skilled/gifted individuals; and to identify aspects that can enhance the Specialized Educational Service (SES) offered by the MFRs
Throughout the whole course, many questions arose about the MFRs, their structure, their operation, their objectives and other matters to be exposed, discussed and studied, which have led to moments of reflection and the consequent professional qualification, which were specific objectives of the project
By distancing teachers from their teaching practice, and at the same time making them able to look at their work analytically, we have led them to focus their thoughts on the following aspects: Identifying similarities and differences among their routines within different school units
Summary
The present article derives from a research which is part of a larger project conducted by the NMCSE3. NMCSE has as specific goals: to assess the limits and possibilities of MFRs while supporting the education of students with disabilities, pervasive developmental disorders and high skilled/gifted individuals; and to identify aspects that can enhance the SES offered by the MFRs. Historical local issues have been analyzed in order to have a better picture of the reality within the MFRs in the Municipality of Araraquara, a medium-sized town in the State of São Paulo, Brazil. A semi-structured interview with the manager of Special Education of the City Department of Education was conducted. An Extension Course, consisting of ten meetings with the educators from MFRs and their respective Special Education Managers was performed.
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