Performance of Specialized Educational Assistance teachers with students with disabilities during the COVID-19 pandemic

Abstract

Inclusive education welcomes diversity at school and the actions of the Teacher of Specialized Educational Assistance (SEA) are important for the effective inclusion of students targeting Special Education, who are those with disabilities, global development disorders or high skills / giftedness. In 2020, schools needed to suspend face-to-face classes due to the COVID-19 pandemic. This research was proposed with the objective of analyzing the performance of SEA teachers with students with disabilities in Basic Education during the period of social isolation imposed by the pandemic of COVID-19. This study consists of a descriptive, quantitative and qualitative research developed through the application of a virtual questionnaire with the Teachers of AEE. 100 teachers from SEA who worked in Basic Education participated. In the results and discussion of this study, the profile of participating SEA teachers is presented first and then their performance during the period of the pandemic with students and their families, as well as their performance in relation to school demands inherent to the function. Teachers showed concern that students maintained a study routine for their learning, as well as showing sensitivity to the difficulties that many families face in relation to the internet and equipment for online classes. They sought then, viable alternatives in each reality so that this was no longer an aspect of exclusion, in the face of so many obstacles already faced by families in this period. It is recommended to expand research with the participation of the ESA Professor in different regions this country.