Made available in DSpace on 2016-03-15T19:40:52Z (GMT). No. of bitstreams: 1 Caroline Fagundes Schalch Miranda.pdf: 782296 bytes, checksum: 08c0fe62876aa5b0f8fb3b19dd8c8b03 (MD5) Previous issue date: 2010-08-10 / Fundo Mackenzie de Pesquisa / There are numerous changes in recent decades, both in relation to early childhood education as the modality of Special Education in Brazil. Such changeshave been the core of social movements for the right to education for all, from birth, in addition to that undertaken by the family. Education has suffered by the transformations caused by the systematization of new public policies, as well as by the search for quality in early childhood education. The aim of this study is to characterize the view of educators regarding the Quality Indicators in Early Childhood Education (MEC-2009), highlighting the aspects related to children with disabilities. The method was ruled by a qualitative, exploratory technique, using semi-structured interview based on the Indicators of Quality in Early Childhood Education, which contained the words children with disabilities. The research was conducted with 16 teachers, linked to four different educational institutions in the city of São Paulo / SP. The interviews were analyzed and results presented and discussed in four different categories: Participation / Interaction, Special Care, and Accessibility Guidelines for Teachers. From the analysis of categories it became clear that the teachers indicated more hindering than facilitators in relation to the understanding of the proposed indicators. It was also possible to evaluate the instrument proves to be somewhat inchoate as to conceptions in relation to questions directed to children with disabilities. / Nas ultimas décadas, inúmeras são as mudanças, tanto em relação a Educação Infantil como na modalidade da Educação Especial no Brasil. Tais mudanças tem sido frutos de movimentos sociais em prol do direito a educação para todos, desde seu nascimento em complemento aquela realizada pela família. As transformações sofridas pela Educação congregaram-se na sistematização de novas políticas publicas, como também pela busca da qualidade na Educação Infantil. O objetivo do presente estudo foi de caracterizar a visão dos educadores em relação aos Indicadores da Qualidade na Educação Infantil (MEC-2009), destacando-se os aspectos relacionados a criança com deficiência. O método foi pautado em uma abordagem qualitativa, de caráter exploratório, a partir da técnica de entrevista semiestruturada com base nos Indicadores da Qualidade na Educação Infantil que continham a expressão criança com deficiência. A pesquisa foi realizada com 16 educadoras, vinculadas a quatro diferentes instituições de Educação Infantil na Cidade de São Paulo/SP. As entrevistas foram analisadas e seus resultados apresentados e discutidos em quatro diferentes categorias: Participação/Interação, Atendimento Especial, Acessibilidade e Orientações as Professoras. Com base na analise das categorias, pode-se evidenciar que as educadoras apontaram mais dificultadores do que facilitadores em relação a compreensão da proposta dos Indicadores. Também foi possível avaliar que o instrumento revelou-se um tanto incipiente quanto as concepções em relação as questões direcionadas a criança com deficiência.

The diploma thesis deals with the issue of education of children with disabilities from the point of view of their parents. The theoretical part focuses on basic concepts such as disability, specific types of disabilities such as mental disability, cerebral palsy, developmental dysphasia and autism spectrum disorders. The other chapters are focused on the familiarization with the specifics of the family with a disabled child, the possibilities of education and the acquaintance with the Association to help children with disabilities, where the research was carried out. The focus of the work is a qualitative research, the aim of which was to reveal through the semi-structured interviews, how the parents of their children perceive. Based on the research carried out, it was found that the parents' view of the education of their children with disabilities is influenced by the type of disability, its depth, the quality of communication with the school and the human attitude of pedagogical staff.

The thesis is focused on the comparison of the early childhood education of children with intellectual disabilities in the Czech Republic and the USA. In the introductory chapters, there is discussed an early education, the problem of children with intellectual disabilities and the family of a disabled child. The comparison is preceded by an analysis of early childhood education systems for children with disabilities in both countries. An analysis of early childhood education in the United States has revealed facts that have a significant impact on the choice of areas of comparison (a significant part of education regulation is under regulations of individual states), but also on the achievement of the goal of the thesis (children with intellectual disabilities are, in most cases, included in the category "developmental delay" together with children with a different types of disabilities, and therefore the comparison only by the category "intellectual disability" would not have a meaningful value). For this reason, the subject of comparison is extended to the early childhood education of children with disabilities. The thesis compares the following areas related to early intervention: parental awareness, capacity and financial accessibility, service continuity, coordination, family role and historical...