A eficiência das salas de recursos para alunos com deficiência de aprendizagem no município de São Gabriel-RS
DOI:
https://doi.org/10.5902/223613086197Keywords:
Salamanca Statement, Rooms Resources, San Gabriel / RSAbstract
This research aims to understand how the program is called the Special Education ResourceRoom and its role in the process of inclusion of students with disabilities / special educationalneeds in mainstream education in the municipality of São Gabriel-RS, to the extentthat these rooms have as main objective to offer ESA -Educational Support Services specialist tocontribute to the appropriation of scientific knowledge of these students and thus contributeto the process of educational and social inclusion. Initially, the work gives a brief history ofinclusive education; then explains about the program called Resource Room, contextualizing it atthe federal, state and municipal calls Multifunctional Resource Rooms. To realize this article was aqualitative methodological approach used in the form of a questionnaire for the managementteams of education of that county that have the rooms in question, since special educationis a form of education considered as a set of resources and support strategies that are availableto all students, offering different alternatives of care, providing a further reorganization ofeducation in providing strategies and methods that take account of care to children with special needs. And that these instruments can be absorbed and used not only for the special child, but forthe whole school community.
Downloads
References
ALVES, Denise de Oliveira. Sala de Recursos Multifuncionais: espaços para atendimento educacional especializado. Ministério da Educação, Secretaria de Educação Especial. Brasília, 2006. Antares: Nobel, 1986.
Boletim da Federação Nacional das APAEs. InformAPAE. ANO VII. Fevereiro e Abril de 2001.
BOSSA, Nadia A. Dificuldades de aprendizagem: O que são? Como tratá-las?
BRASIL. Estatuto da Criança e do Adolescente. Lei nº 8.068 de 13 julho de 1990.(ementa). Diário Oficial da União de 13 de julho de 1990.
______. Lei de Diretrizes e Bases da Educação Nacional. Lei nº 9.394 de 20 de dezembro de 1996. Diário Oficial da União de 23 de dezembro de 1996.
CONCEIÇÃO, J. F. et al. Como entender o excepcional deficiente mental. Rio de Janeiro: Rotary Club, 1984. p.23- 24
Declaração de Salamanca e Linha de Ação sobre Necessidades Educativas Especiais. (1994, Salamanca). Brasília: CORDE, 1997.
FEDERAÇÃO NACIONAL DAS APAES. Coleção Educação Especial: Fundamentos. 1993; v1. p. 177.
FERREIRA, I. N. Caminhos do aprender: uma alternativa educacional para a criança portadora de deficiência mental. Rio de Janeiro: I.N. Ferreira, 1998.p.15 a 25.
______, Júlio Romero. A exclusão da diferença: a educação do portador de deficiência. Piracicaba: UNIMEP, 1993.
FONSECA, V. Educação Especial: programa de estimulação precoce - uma introdução às idéias de Feuerstein. 2a ed. rev. aum. Porto Alegre: Artes Médicas. 1995, p.26-27.
______, V. Manual de Observação psicomotora: Significação psiconeurológica dos fatores psicomotores. Porto Alegre: Artes Médicas. 1995.
______, Vitor da. Educação Especial: Programa de intervenção precoce. Porto Alegre: Cortez, 1996. FREDES, Maria Elizabete Pereira. A ludicidade como estratégia na prevenção das integração. Brasília: Ministério da Educação – Secretaria de Educação Especial, julho/agosto de 1989.
MACEDO, Lino. O lúdico nos processos de desenvolvimento e aprendizagem escolar. In: João Alberto da (orgs). Psicopedagogia em movimento. Pelotas: EDUCAT, 2009.
______, Lino de; PETTY, Ana Lúcia Sícoli; PASSOS, Norimar Chritie. Os jogos e o lúdico na aprendizagem escolar. Porto Alegre: Artmed, 2005.
PIAGET, Jean. O Nascimento da inteligência na criança. RJ, Zahar, 1975.
STAINBACK, Susan e STAINBACK, William. Inclusão: um guia para educadores. Porto Alegre: Artes Médicas, 1999.
Downloads
Published
How to Cite
Issue
Section
License
Ethical guidelines for journal publication
The REMOA is committed to ensuring ethics in publication and quality of articles.
Conformance to standards of ethical behavior is therefore expected of all parties involved: Authors, Editors, Reviewers, and the Publisher.
In particular,
Authors: Authors should present an objective discussion of the significance of research work as well as sufficient detail and references to permit others to replicate the experiments. Fraudulent or knowingly inaccurate statements constitute unethical behavior and are unacceptable. Review articles should also be objective, comprehensive, and accurate accounts of the state of the art. The authors should ensure that their work is entirely original works, and if the work and/or words of others have been used, this has been appropriately acknowledged. Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable. Submitting the same manuscript to more than one journal concurrently constitutes unethical publishing behavior and is unacceptable. Authors should not submit articles describing essentially the same research to more than one journal. The corresponding author should ensure that there is a full consensus of all co-authors in approving the final version of the paper and its submission for publication.
Editors: Editors should evaluate manuscripts exclusively on the basis of their academic merit. An editor must not use unpublished information in the editor's own research without the express written consent of the author. Editors should take reasonable responsive measures when ethical complaints have been presented concerning a submitted manuscript or published paper.
Reviewers: Any manuscripts received for review must be treated as confidential documents. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage. Reviews should be conducted objectively, and observations should be formulated clearly with supporting arguments, so that authors can use them for improving the paper. Any selected referee who feels unqualified to review the research reported in a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process. Reviewers should not consider manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.