Perspective Of Inclusive Education Research Articles

NORMATIVAS DO AEE NO ESTADO DE SANTA CATARINA:REFLEXO NA EDUCAÇÃO ESPECIAL EM PORTO UNIÃO

This article aims to bring a provocation regarding Specialized Educational Assistance in Santa Catarina and what its impact is in the municipality of Porto União, to achieve this by adopting a qualitative, bibliographic, documentary, exploratory research method. To answer this question, we will work with the following specific objectives to briefly discuss the history of AEE in Brazil; explore current documents related to AEE in the state of Santa Catarina with an emphasis on the school and family relationship, operating spaces and teachers; and relate the regulations explored with the educational reality of AEE in the city of Porto União. We concluded that the research was important, since we were able to realize that even with advances in the perspective of inclusive special education, there is still a long way to go towards achieving effectiveness of this right, especially in schools, in relation to the social aspect, we understand that the research elucidates the importance of knowing a little more about this universe so that, with the collaboration of all rights, they are not neglected.

Analysis of the Advances and Perspectives of Inclusive Education in Brazil and Mozambique: a Documentary and Bibliographic Approach

Os países Brasil e Moçambique têm adotados diversas políticas e iniciativas voltadas para a educação inclusiva, com o objetivo de garantir que as crianças tenham acesso à educação de qualidade. No Brasil, a educação inclusiva se consolida por meio de legislações como a Lei Brasileira de Inclusão e a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Em Moçambique, a inclusão educacional é promovida pela Política de Educação Inclusiva, implementada em 2018, que visa integrar crianças com necessidades especiais no sistema regular de ensino. O estudo focou nos países Brasil e Moçambique buscando saber quais os avanços e perspectivas regem a educação inclusiva nestes países, por meio de uma pesquisa qualitativa com abordagem documental e bibliográfica. Os resultados da pesquisa apontam para os marcos legais com garantia de acesso e permanência de estudantes com deficiência nas escolas regulares, no entanto, persistem desafios como a falta de infraestrutura adequada, formação insuficiente de professores, preconceitos sociais, carência de recursos e práticas excludentes. Concluímos que ambos os países demonstram um crescente compromisso com a educação inclusiva, contudo há necessidades urgente de estratégias mais eficazes e investimentos contínuos para superar as barreiras existentes e garantir uma educação verdadeiramente inclusiva par todos os alunos.

A PROFISSIONALIDADE DOCENTE NA PERSPECTIVA INCLUSIVA NA EDUCAÇÃO SUPERIOR

This article aims to explain teaching professionalism from the perspective of inclusive education in the context of higher education, establishing dialogues with the Theory of Social Representations (TRS). In this work, we adopted a qualitative approach, through an exploratory and bibliographical study, whose content sheds light on why the perceptions, senses and meanings of university teachers, around their professionalism for inclusive education, comprise a relevant phenomenon of social thickness, decisive to be considered when idealizing a pedagogical practice that materializes the social and educational ideals of education from an inclusive perspective, in the context of a higher education institution. The research was carried out on a national and international scale in the SciELO, Web of Science, SCOPUS and Digital Library of Theses and Dissertations databases, in a time frame from 2017 to 2023 and adopting the areas of Social Sciences, Education, Arts as search criteria. and Humanities and the following key words: teacher training, continuing training, inclusive education, people with disabilities and higher education. The results indicated a fertile field of studies, given the incipient productions around the nexus of teaching professionalism and inclusive education, particularly in the context of higher education.

EDUCAÇÃO ESPECIAL NA PERSPECTIVA INCLUSIVA

This case study brings reflections on possibilities for implementing the concept of a school for all in everyday school life, reinforcing the importance of the struggle movement for people with disabilities in our country. It focuses on the situation of Special Education in the municipality of Miracema/RJ based on a comparative analysis between the Municipal Education Plan (2015-2025) and normative and political devices (such as: the National Education Plan, the Law of Guidelines and Bases of Education and the National Policy on Special Education from the Perspective of Inclusive Education) that guarantee education for all as a human right. The work carried out by the municipality's Specialized Assistance Center (NAE) is also analyzed. Methodologically, the study was carried out taking bibliographic and documentary research as its starting point. It is theoretically based on authors such as: Paulo Freire, Maria Tereza Mantoan and Rita de Cassia Fumegalli. It is concluded that the municipality of Miracema has been expanding its horizons with regard to the implementation of what is implied by goal 4 of the National Education Plan and the National Special Education Policy from the Perspective of Inclusive Education, seeking to promote a break with related social prejudices to the education of students with disabilities, charting a new path, where the commitment is to an education that proposes to be universal, which must include diversity, moving away from standardized models, which do not respect the reality of students and their families and promote scenarios of exclusion and school failure.

Neurodiversity and Inclusive Education: A Therapeutic and Pedagogical Approach from Music Therapy in Early Childhood Education from a Systematic Review

Neurodiversity from the perspective of inclusive education has generated intervention processes that have been addressed from music therapy in the expression of human diversity in this research addresses the therapeutic approach of intervention from music in the comprehensive care of neurodivergent students. The objective was focused on analyzing the designs and implementations of the effectiveness of music therapy programs in students who present neurodiversity situations through the therapeutic and pedagogical strategies reported from scientific evidence. The method used refers to the systematic review from the PRISMA statement through the analysis of three categories of variables. The discussion focused on the reports and evidence generated from the interventions with music at the level of increasing cognitive, emotional, social and relational development in early childhood education students. In conclusion, it was identified that the promotion of emotional regulation skills, communication dynamics and social integration lead to increased levels of adaptation and inclusion that lead to improved academic success and inclusion in neurodivergent students.

Discussion on the Current Situation of Inclusive Education in Chinese Preschools

At present, the public is beginning to pay attention to education and the growth of young children, and inclusive education is gradually being valued by the public. Society needs to treat everyone equally, include all children, oppose discrimination and exclusion, and protect the right to education of children with special needs. By discovering and eliminating various learning obstacles, all children have more opportunities to participate in learning and realize the personalization of teaching models. The implementation of inclusive education in kindergartens can enable more children with special needs to adapt to and integrate into society. The article discusses the challenges faced by inclusive education in Chinese preschool under the perspective of inclusive education, in order to improve the quality of inclusive education and promote the healthy physical and mental development of children.

EDUCATION IN DIVERSITY

Introduction: Students with special educational needs are included in the perspective of inclusive education, which, in recent years, has gained prominence and has been widely discussed Objective: to carry out a survey of some works from the last 6 years that cover the theme of Education and teaching pedagogical practice in the proposal for inclusive education Methodology: This is a descriptive literature review with qualitative characteristics in the Scielo and Google Scholar databases in articles published, in Portuguese, between 2015 and 2021. Conclusions: It is possible to conclude Although educating in diversity is possible, as long as public policies are actually implemented, teacher training requires more investment and attention from schools.

Inclusive education in times of pandemic and the use of digital technologies

This essay focuses on the use of Information and Communication Technologies (ICT) and remote teaching from the perspective of inclusive education in higher education, a necessary topic in the current pandemic situation. Throughout the text, the authors present various approaches to the subject, reporting on related work and their opinions on the matter.

NOS TRABALHOS ACADÊMICOS , O QUE SE FALA , QUANDO SE FALA DO PROFISSIONAL DE APOIO PEDAGÓGICO DA EDUCAÇÃO ESPECIAL?

One of the most obvious impacts of the National Policy on Special Education from the perspective of Inclusive Education (BRASIL, 2008) is the growing number of Special Education professionals who entered regular schools. When considering this context, the question arises: what is said when talking about the pedagogical support professional who works with the special education student in the common classroom? This text presents the result of a systematic search carried out in the Bank of Periodicals of the Coordination for the Improvement of Higher Education Personnel (CAPES), with the objective of identifying how the theme that involves this professional is contemplated in academic works. The organization of the search was based on the literature review methodology (GIL, 2008), with a qualitative approach, configured as exploratory and descriptive in nature. The reflections carried out from the selected texts raise other questions and the "almost certainty" that when talking about this special education professional, many processes and pedagogical practices are discussed that demarcate advances, setbacks, consensus and possibilities of the modality, however, little or nothing is said about the professional and his working and employment conditions, showing a vast field of research still to be cultivated.

New Model of Inclusive Higher Education Practices in Megacities’ Universities

This study analyzes the problem of higher professional education for people with disabilities in multinational megacities from different countries. The aim of this paper is to investigate the emerging changes and perspectives of educational inclusion in the universities of Moscow, Jakarta, Barcelona, and Cairo and to develop a new model of inclusive educational practice for universities based on an inclusive ideology of understanding the position of people with disabilities in the education system and society overall. To perform this study and verify the new model proposed by the authors, participants were selected from ten universities that indicated parameters such as accessibility, participation, quality, students’ education results, and government funding. The survey aimed to collect participants’ perspectives and experiences from diverse elements of the higher education community in the aforementioned locations. 751 participants were selected for the survey with a balanced gender distribution: 48.6% men and 51.4% women. Age distribution was rather diverse: the age group of 18–24 years was 25,7%, the age group of 25–34 years was 27,3%, the age group of 35–44 years was 25,6%, and the age group of 45 years 21,4%. Another distribution was people without disabilities (N=250) and with disabilities (N=551). The reliability of the research was achieved using several methods, including ANOVA. The results of this research show similarities and differences in implementing inclusive education practices across selected locations, providing a detailed picture of the current state and future perspectives of higher inclusive education. The scientific novelty of this research lies in the theoretical-methodological rationale of the new model of inclusive higher education practices in universities of major megacities and in forming the propositions on this model’s implementation in higher education institutions. Doi: 10.28991/ESJ-2024-SIED1-03 Full Text: PDF

Specialized Educational Assistance (AEE) from the perspective of inclusive education

This article addresses the role of Specialized Educational Assistance (SEA) within the context of inclusive education in Brazil. Since participating in the World Conference on Special Educational Needs in 1994, the country committed to ensuring access to all children to elementary education by 2015, promoting inclusive education that considers the different learning needs of students, including those with disabilities. SEA is a fundamental strategy provided for by the National Policy on Special Education in the perspective of inclusive education, offering support and resources to minimize the difficulties faced by students with disabilities. This article discusses relevant legislation, including Decree No. 7,611/2011, which establishes guidelines for special education, highlighting the importance of integrating SEA into the school's pedagogical proposal and involving family participation. Additionally, it is emphasized that SEA is not intended to replace regular education but to complement it, offering services adapted to the individual needs of students.

The training of pedagogues at the Universidade Federal de Rondônia and their preparation to work from the perspective of rural and in-clusive education

In this article, we present an analysis of the Pedagogical Political Projects of the Pedagogy Degree Courses (PPCs) offered on the campuses of the Federal University of Rondônia (UNIR), focusing on the teacher training of the pedagogue from the perspective of Rural Education. The research is based on the assumption that, according to the 1988 Federal Constitution, everyone has the right to education, which implies the need for adequate teacher training to meet this demand, considering their socio-historical, economic, geographic and cultural singularities. Therefore, the general objective of this article is to analyze the offer of subjects that contribute to the training of professional Pedagogues, within the perspective of Rural Education that includes rural populations. The research uses bibliographic and documentary methods, with a qualitative approach, following the guidelines of Gil (2008) and Stake (2001). The PPCs of the six UNIR campuses were analyzed: Ariquemes, Guajará-Mirim, Ji-Paraná, Porto Velho, Rolim de Moura and Vilhena, which offer the degree course in Pedagogy, using the data available on the page of each course/campus. The results obtained in general, the UNIR campuses include in their curricula subjects referring to one or more groups that make up the rural populations, but they do not offer pedagogical practice subjects with an emphasis on Rural Education.

Inclusion, teacher training and digital technologies: reflections from the ProInclude learning object

Inclusive education refers to all people who have been excluded from formal education or quality formal education, whether for ethnic/racial, cultural, economic and/or social reasons. It is about bringing equality of opportunities to the field of education. Our discussion, in this article, focuses on special education from the perspective of inclusive education, specifically on the education of regular class teachers to include students with disabilities with the support of a digital learning object. We present three fictional scenes based on everyday experiences in common schools. We illustrate three situations in which the inclusion of a student with visual impairment is on the agenda and the way in which, in each scene, the teachers constitute the schooling possibilities for this student. The discussion aims to outline some concepts that support an understanding of the relationship between students with disabilities and inclusion and support a subsequent discussion on teacher education, for which we present a proposal for using the ProIncluir learning object (www.proincluir.org), in dialogue with some concepts of OnLife education.

Continuous training of teachers from the perspective of inclusive education at the European level: models and particulars

The continuing professional training of teaching staff is an essential process in the field of education, with a direct impact on the quality of education. The article presents some models of continuous professional training of teachers belonging to the educational systems of Italy, Spain, Great Britain, Denmark and Germany. In these countries, major changes occurred in the field of inclusive education, which led to the reorganization of teacher training systems. The present study includes information on the decision factors that determine the training needs and training plans for teachers, the benefits offered to teachers who participate in training courses, as well as measures to facilitate teachers’ participation in the courses.

Cartografias da Educação Inclusiva na Educação Especial: Produção Científica, Políticas e Práticas

ABSTRACT In this paper, we present a portrait of inclusive education policies in Special Education. We analyze the scientific production, education policies and the current educational reality, considering the 16 years of the National Special Education Policy from the Perspective of Inclusive Education. In methodological terms, we analyzed federal documents and the School Census produced by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), as well as the scientific production of the Revista Brasileira de Educação Especial (RBEE). The findings were compared with qualitative data produced in education networks that are part of the Permanent Special Education Forum from the perspective of Inclusive Education in Baixada e Sul Fluminense, Rio de Janeiro, Brazil. The results indicate a set of challenges in guaranteeing Inclusive Education within the scope of Special Education: setbacks in offering educational support, weaknesses in intersectoral policies/programs, educational inequity and theoretical and practical problems in the conception of Inclusive Education in Special Education.

Global and Local Challenges of Special Education from the Perspective of Inclusive Education: Potentiality of a Cartography Under Construction

RESUMO Apresentamos, aqui, uma discussão a partir dos textos que compõem o Dossiê intitulado: DESAFIOS GLOBAIS E LOCAIS DA EDUCAÇÃO ESPECIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA: POTENCIALIDADE DE UMA CARTOGRAFIA EM CONSTRUÇÃO. O objetivo é construir uma cartografia internacional e nacional de como, na área da Educação Especial, a Educação Inclusiva tem sido recontextualizada nas políticas e nas práticas de diferentes estados brasileiros e diferentes países. Conseguimos unir, nesse material, uma entrevista internacional, cinco artigos internacionais e quatro textos nacionais, tecendo um panorama de arranjos locais muito distintos e que nos brindam com miríades complexas sobre a inclusão educacional. Do ponto de vista temático, o Dossiê discute temas emergentes, centrando-se em políticas e práticas de Educação Inclusiva no campo da Educação Especial, a saber: formação de professores, escolarização de pessoas com deficiências e políticas de Educação Inclusiva na Educação Especial contemporânea.

Astronomy teaching from the perspective of inclusive education based on a survey of bibliographic production at SNEA

Resumo: Esta pesquisa teve como objetivo analisar como a inclusão é abordada nos trabalhos acadêmicos apresentados no Simpósio Nacional de Educação em Astronomia (SNEA). Dessa forma, foram selecionados trabalhos de Comunicação Oral e Comunicação de Painel nos Anais das edições entre 2011 e 2018. Esses trabalhos foram analisados teoricamente, buscando identificar se a inclusão de alunos com deficiência foi abordada e de que forma foi tratada em relação ao Ensino de Astronomia. A análise de conteúdo foi utilizada na elaboração das categorias de abordagem: inclusão vinculada à especificidade do indivíduo/deficiência, ou, relação com a inclusão relacionada à cultura, para a elaboração dos descritores: espaço e nível de ensino, tipo de inclusão, origem da pesquisa e conteúdo da disciplina de Astronomia. Os resultados apontam a necessidade de estudos que abordem o Ensino de Astronomia para os estudantes público-alvo da Educação Especial, visando suprir as lacunas identificadas nesta investigação.

Konsep Pendidikan Islam Inklusif Perspektif KH. Abdurrahman Wahid

Islamic inclusiveness is identical with the attitude of openness, tolerance and the spirit of cooperation both between adherents of Islam and with adherents of other religions. One of the big figures who initiated this is KH. Abdurrahman Wahid. To know the concept of inclusive Islamic education perspective according to KH. Abdurrahman Wahid and learning Islamic Education that is inclusive of current Islamic education. The type of research used in this research is library research. This research is a library research in which a lot of data collection is obtained through collecting data from various literatures. The literature studied is not limited to books or books, but is also obtained through documentation study materials, magazines, journals, and others. Meanwhile, the data analysis method used is content analysis. The results of this study state that the concept of Islamic education naturally should have an inclusive nature because Islam teaches respect for followers of other faiths and religions. Inclusive religion does not mean doubting their beliefs but accepting the existence of people of other religions/beliefs whose rights must be respected in society. With inclusive education, it is hoped that it will be able to foster a comprehensive view of students towards each other, make them aware that they are to cultivate an attitude of tolerance in differences.

TEACHER TRAINING FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

This article aims to reflect on teacher education in the perspective of inclusive education. To do so, it is anchored in the thinking of Brazil (2001), Glat and Nogueira (2002), Mendes (2006) and Silva (2003), among others, aiming at understanding how the insertion of the disabled student occurs in regular school and how if they give the teacher training to serve this clientele. From this academic production, it is possible to contribute to the reflection on inclusive pedagogical practices that should be privileged in the school and from the need for the continued formation of the teacher who opts for inclusive education for all.

DIREITO À EDUCAÇÃO DOS ESTUDANTES COM DEFICIÊNCIA INTELECTUAL

This study aims to understand the conception of inclusive education and how educational policies are interpreted and translated by professional political actors responsible for Special Education (PSEs) in the Regional Education Coordination Offices (RECOs) that operate in different contexts within the Education State Network of Santa Catarina (ESN/SC), ensuring the right to education for students with Intellectual Disabilities (ID). The data come from the analysis of an open-ended questionnaire applied to the PSEs of the 36 RECOs, as well as interviews carried out with a portion of these professionals. The data were analyzed based on the Theory of Political Action and linked to the political documents that guide the perspective of inclusive education in SC. It is revealed that ESN/SC has made significant progress concerning guiding documents and services provided, ensuring school access. However, there are concerns about the insufficiency and fragility of initial and ongoing training for the political actors involved in the process. Furthermore, it is considered that the implementation of educational policies is not effectively guaranteeing the right to education for students with ID, leading to processes of exclusion within the school due to imposed barriers.