The tasks of the “Integration Support Teacher” for the inclusion of students with disabilities in basic education in the province of Cordoba, Argentina
DOI:
https://doi.org/10.5902/1984686X41420Keywords:
Special Education, teaching work, Argentina.Abstract
This article refers to a study developed at the Master's Program in Education of the University of the Joinville Region - UNIVILLE, aiming to analyze how the teaching work in basic education is developed, considering the special education in the province of Córdoba. Two special education technicians from the Ministry of Education of Córdoba and two special education teachers, all from Córdoba Province, participated in the research. Methodological procedures included bibliographic and documentary research, semi-structured interview and online questionnaire with open and closed questions. The results show that the participants have specific training in the special education area, working in both special and regular schools. Its duties include attention, counseling and guidance, training for teachers and family members, as well as working together with the teacher of the common school to support the integration of students with disabilities. Also noteworthy are the legally guaranteed working conditions and the reality pointed out by teachers in their practice. The collaborative work with the common school teacher and the accountability of all actors in the integration process are relevant points and emphasized both in the teachers' speech and in the current legislation.
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