Contributions of collaborative consultation for the inclusion of students with intellectual disabilities

Authors

  • Sandra Lúcia Silva Araújo Universidade Federal de São Carlos
  • Maria Amélia Almeida Departamento de Psicologia -UFSCAR

DOI:

https://doi.org/10.5902/1984686X8639

Keywords:

Collaborative consultation, School inclusion, Intellectual disabilities.

Abstract

In this article we aim to show the possible contributions of collaborative consultation for the inclusion of students with intellectual disabilities, through a reflective analysis based on relevant literature. In a growing school inclusion process, the entrance of students with intellectual disabilities has represented a significant number not only at school but also in specialized educational services. The inclusion of these students has attracted special attention as well as the necessity to make adjustments and reflections. A contribution in this direction is the practice of collaborative consultation, which can be considered as a partnership between special education teacher, regular teacher and other professionals. The effectiveness of this partnership can bring important contributions to family, school and community. In this sense, collaborative consultation can be an alternative to the inclusion of people with intellectual disabilities, not only in the context of the intervention but also in the prevention, reflection and transformation of the school environment. We seek, therefore, to make some reflections on the subject, based on the literature.

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Author Biographies

Sandra Lúcia Silva Araújo, Universidade Federal de São Carlos

Pedagoga, com mestrado e doutorado em Educação Escolar (FCLAr-UNESP) e pós-doutoranda em Educação Especial (UFSCAR).

Maria Amélia Almeida, Departamento de Psicologia -UFSCAR

Possui graduação em Letras Anglo Portuguesas pela Universidade Estadual de Londrina (1975), Mestrado em  Educação Especial - George Peabody College for Teachers (1980 - USA), PhD em Educação Especial - Vanderbilt University (1987- USA) e Pós-Doutorado em Educação Especial pela University of Georgia  (2002).  É professora Adjuntada Universidade Federal de São Carlos. Docente do Programa de Pós Graduação em Educação Especial e do curso de Licenciatura em Educação Especial. Coordenadora pró-tempore do Curso de Licenciatura em Educação Especial. Foi Coordenadora do Programa de Pós-Graduação em Educação Especial durante os períodos de: 10/2002 a 10/2004; 10/2004 a 10/2006; 10/2006 a 04/2008. É Membro do Corpo Editorial do Journal of International Special Education e da Revista Brasileira de Educação Especial. Revisora de vários periódicos brasileiros. Presidente da Associação Brasileira de Pesquisadores em Educação Especial-ABPEE - Gestão: janeiro/2008 a dezembro/2009. Vice-Presidente da Associação Brasileira de Pesquisadores em Educação Especial-ABPEE - Gestão: janeiro/2004-dezembro/2005 e janeiro/2006-dezembro/2007.  Realiza investigações na área de Educação Especial, com interesse em: deficiência intelectual, autismo, inclusão, profissionalização, comunicação alternativa e ampliada, ensino e consultoria colaborativa. (Texto informado pelo autor)

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Published

2014-06-02

How to Cite

Araújo, S. L. S., & Almeida, M. A. (2014). Contributions of collaborative consultation for the inclusion of students with intellectual disabilities. Special Education Magazine, 27(49), 341–352. https://doi.org/10.5902/1984686X8639

Issue

Revista Educação Especial, v. 27, n. 49, maio/ago. 2014

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).

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