Teacher’s conception of regular teaching about to learning, curriculum, teaching and evaluation of the student with intellectual disability

Abstract

The study aimed to identify, from the teachers' reports, the favorable and unfavorable conceptions regarding the teaching, curriculum, evaluation and learning of the student with intellectual disability. Four teachers, who worked in municipal schools in Elementary School I, in a municipality in the interior of the state of Paraná participated in the research. The approach used was qualitative descriptive research, through semi-structured interviews and content notebooks. A guide was prepared for the interview and analyzed by judges. The collection was carried out in two sessions: the first, through semi-structured interview, and the second, using the content notebook. The conceptions identified, trough content analyses, were separated into favorable and unfavorable in relation to learning, curriculum, teaching and evaluation of students with intellectual disabilities. In the participants' conception: all students are able to learn, but do not keep pace with classmates; the adapted curriculum is suitable for students with intellectual disabilities, however, there is a dichotomy between adapting content or adapting activities; the collaborative teaching is the most effective; the evaluation is seen as a failure in the education systems and sometimes they attribute that the evaluation must be equal to the other students, and now it should be different and specific.