Regular education teacher’s perception about resources and strategies for teaching disabled students

Authors

  • Walquíria Gonçalves Reganhan Universidade Paulista Bauru (SP)
  • Eduardo José Manzini Universidade Estadual Paulista Júlio de Mesquita Filho

Keywords:

Pedagogic resource, Teaching Strategies, Inclusion.

Abstract

The resources and strategies adapted for disabled students are an important activity so that the special education needs in the inclusion environment are reached. Thus, the goal of this study was to identify how regular education teacher that have disabled student in theirs classrooms acknowledge the resources and strategies for these students. Five teachers were interviewed. The results indicated that the interviewees: 1) defined the resources the same way the literature of the area does; 2) performed adaptations in the pedagogic resources to reach the needs of the students but they all claimed the need for external aid from other professionals; and 3) expressed difficulty to acknowledge and to describe the strategies of the teaching used. The conclusion indicated that a more solid theoretical ground in the education of these teachers is necessary so that they explain their pedagogic actions.

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How to Cite

Reganhan, W. G., & Manzini, E. J. (2009). Regular education teacher’s perception about resources and strategies for teaching disabled students. Special Education Magazine, 22(34), 127–138. Retrieved from https://periodicos.ufsm.br/educacaoespecial/article/view/266

Issue

Revista Educação Especial, v. 22, n. 34, maio/ago. 2009

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).