Análise descritiva da permanência e aprendizado de alunos com necessidades educativas especiais usuários de cadeira de rodas da rede estadual de ensino regular de Ponta Grossa
The present work descriptive analysis of the performance and frequency of students with special educational needs wheelchair users enrolled in elementary school II and high School of the regular Education network aims to demonstrate how much the school of Regular education are being prepared for the...
| Autor principal: | Paz, Zuleica Lopes dos Santos |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/23908 |
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| Resumo: |
The present work descriptive analysis of the performance and frequency of students with special educational needs wheelchair users enrolled in elementary school II and high School of the regular Education network aims to demonstrate how much the school of Regular education are being prepared for the schooling of Nees students. Historically, people with some kind of disability were stigmatized by society being considered invalid. Even with the promulgation of the Brazilian Constitution of 1988, and with the laws in force, with emphasis on the law of guidelines and Bases of education the scenario is no different what demands how much Brazil needs to advance in the process of inclusion in the country. The objective of this research was to compare the performance and frequency of 8 students from regular education for the first semester of 2017 and the first semester of 2018. The cases surveyed are diagnosed with myelomeningoncele and neuromotor physical disability, wheelchair users. This research is characterized as a descriptive documental of quantitative nature. Data from the archives of the municipal Department of Education of the municipality of Ponta Grossa were used for the first semesters of the years (2017 and 2018). The documents present the school performance and the frequency of the students in the aforementioned periods and were made available through contact with the coordination of the Regional center of Education. The results suggest that the educational system presented by these schools lacks investments in human resources training, physical structures and teaching methods that collaborate with the construction of inclusive knowledge. |
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