Teachers' conception about the homework and proposition for students with physical disabilities

Authors

  • Mariana Dutra Zafani Universidade Estadual Paulista “Júlio de Mesquita Filho”, Marília, São Paulo
  • Carolina Cangemi Gregorutti Universidade Estadual Paulista “Júlio de Mesquita Filho”, Marília, São Paulo
  • Luciana Ramos Baleotti Universidade Estadual Paulista “Júlio de Mesquita Filho”, Marília, São Paulo

DOI:

https://doi.org/10.5902/1984686X28432

Keywords:

Teacher, School inclusion, Homework

Abstract

The objective of this study was to identify and analyze the conception of 15 teachers about homework (HW), and to investigate how the HW is being proposed for the student with physical disability (PD). For data collection a semi-structured interview script has been used. Data were analyzed qualitatively and quantitatively. The results show that, generally, teachers consider HW important and an extension of the pedagogical practice, besides favoring the interaction between parents and children and the approach of the parents to the school. However, they don’t propose it to all students with PD because they do not have the qualification for their adequacy. This study allowed to identify the teacher's conception about the homework function, and to verify the possible congruencies and/or incongruities that may manifest between such conception and the operationalization of the homework task to the student with PD. It is important to investigate the role of homework in the context of the inclusive education of different students with education special needs.

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Published

2017-11-07

How to Cite

Zafani, M. D., Gregorutti, C. C., & Baleotti, L. R. (2017). Teachers’ conception about the homework and proposition for students with physical disabilities. Special Education Magazine, 30(59), 763–774. https://doi.org/10.5902/1984686X28432

Issue

Revista Educação Especial, v. 30, n. 59, set./dez. 2017

Section

Dossiê: Variáveis pessoais do professor e sua formação para a educação inclusiva

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).