Teacher training of educational service specialist: a Special Education concerned

Abstract

This article aims to discuss the formation and powers of the teacher of the Specialized Educational Support Services conduced at the multifunctional resource room. The study in question is documentary and bibliographic. On desk research we have selected legal normatives that relate specifically to the Specialized Educational Support Services, whereas this constitutes the priority space to the service to students with disabilities placed in regular education. The bibliographic part took place about the focus of the Historic-Cultural Theory, to be the theoretical framework which has contributed significantly to the case of the disabled person’s schooling process. Our research led us to realize that the preparation directed to the teacher is imbued with characteristics that denote theoretical superficiality, with large membership to the mode of distance learning, with emphasis in the technical procedures and in the availability of resource use. We understand that such training does not contribute to the process of acquiring knowledge by students and commits the school content and the act of teaching. Accordingly we recognize the relevance of investments in a more consistent classification that theoretically instrumentalizes the teacher. Moreover from this reference, we emphasize the importance of the teaching activities as mediation in the process of education and humanization of impaired students, since knowledge is a way by which the impaired student compensates his limitations and is able to overcome the characteristics caused by the disability itself.