As a result of White Paper 6 (2001), South Africa has embarked on a radical restructuring of its entire education system, with the aim of removing barriers to learning and including children with disabilities into mainstream schooling (Mittler, 2003). According to this new framework, autistic students should be included into mainstream schools but there is scant research on the feasibility and practical implementation of this. This study took the form of a qualitative analysis of the perceptions of both mainstream and specialised teachers in terms of the mainstreaming of autistic students in South African schools. Results of the study suggest that neither of the sample groups perceive the South African context ready for mainstreaming of autistic students. They felt that students with Aspergers Syndrome, higher-functioning autism, could be included more successfully. However, on the premise that all autistic students were going to be included, a number of changes would need to be made. These included the provison of paraprofessionals, smaller classes and a stronger emphasis on safety. Teachers would also need to receive extensive training on dealing with behavioural problems that autistic students may exhibit. It was further noted that mainstream teachers are in need of practical exposure to autism and training in this area.

Made available in DSpace on 2015-05-07T15:08:55Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 730675 bytes, checksum: d0b6dbefbc1eed3ce161044a4bfff03d (MD5) Previous issue date: 2012-08-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Project is about the policy of inclusion on the Elementary school of the municipal net in Campina Grande Paraíba. It was observed that although there is guidance in order to enroll all the children with some kind of disability in the regular school, giving the necessary conditions to them to take part of the educational activities, there are sometimes contradiction on the law that reverberates in the practice, making it difficult the pedagogical process as a whole. Based on these considerations, we have the aim to analyse the policy of inclusion of handicapped children on the municipal daycare centers and elementary schools in Campina Grande. Our productions are based on authors that write about elementary school, childhood, inclusion, identity, differences and policy and practice of inclusion, such as: Bujes (2005), Sarmento et al. (2006), Hall (2009), Silva (2009), Woodward (2009), Veiga-Neto (2001, 2005), Abramowicz (2001), Dorziat (2006, 2007, 2009a, 2009b, 2010, 2011), Laplane (2007), Lopes (2007), Glat (2007), Garcia (2008), Ferreira e Ferreira (2007), among others. The field of the research was three daycare centers and elementary schools, where nine teachers of the Atendimento Educacional Especializado (AEE) , specialized Educational Service and Regular Classrooms (RC). Through semi structured interviews and observations, we got informations that indicate that the policy of inclusion that is developed by Preschool to materialize only in the Atendimento Educacional Especializado Specialized Educational Service AEE, with the participation of the appointed teachers to the service. It was clear the disconnection between the teachers of the AEE and the ones of Regular classrooms, without a collective work and as a result, the teachers of Regular classrooms did not know about AEE, as well they do not take part in the angoing training. This lack of connection/ knowledge/participation of the teachers is reflected in pedagogical practices that end up excluding handicapped children from essential experiences to their development. / Este trabalho trata da política de inclusão na Educação Infantil da rede municipal de Campina Grande Paraíba. Partimos do pressuposto de que embora haja, por parte da política da educação inclusiva, uma orientação em matricular todas as crianças, inclusive as consideradas com deficiência, na escola regular, oferecendo as condições necessárias para sua participação nas propostas educativas, muitas vezes, há contradições na natureza da própria lei que reverberam na prática, dificultando o processo pedagógico como um todo. Com base nessas considerações, tivemos por objetivo analisar a Política de Inclusão de crianças com deficiências nas Creches e Pré-escolas municipais de Campina Grande. Para tanto, nos baseamos em produções que abordam sobre Educação Infantil, infância, inclusão, identidade, diferença e políticas e práticas de inclusão, recorrendo às contribuições teóricas de autores como Bujes (2005), Sarmento et. al (2006), Hall (2009), Silva (2009), Woodward (2009), Veiga-Neto (2001, 2005) Abramowicz (2001), Dorziat (2006, 2007, 2009a, 2009b, 2010, 2011), Laplane (2007), Lopes (2007), Glat (2007), Garcia (2008), Ferreira e Ferreira (2007), entre outros. O campo da pesquisa foi composto por três Creches e Pré-escolas, com a participação de nove professoras do Atendimento Educacional Especializado (AEE) e Sala Regular (SR). Através de entrevistas semi-estruturadas e observações, obtivemos dados que indicaram que a Política de Inclusão desenvolvida pela SEDUC para Educação Infantil se materializa apenas no Atendimento Educacional Especializado AEE, com a participação das professoras designadas para esse atendimento. Ficou patente a desarticulação das professoras do AEE com as da SR, deixando à mostra a ausência de um trabalho coletivo e, como consequência, o desconhecimento das professoras das SR sobre o AEE, bem como a sua não participação na formação continuada. Essa falta de articulação/conhecimento/participação das professoras se reflete em práticas pedagógicas que acabam por excluir as crianças com deficiência de experiências fundamentais para o seu desenvolvimento infantil.

Made available in DSpace on 2016-03-22T17:26:29Z (GMT). No. of bitstreams: 1 Sonia Keller.pdf: 426396 bytes, checksum: e42f8d5ea2e50b5f440ec9aef378c76a (MD5) Previous issue date: 2010-11-04 / Report, in this work, the research process, whose central theme dealt with the inclusion with the objective to identify the perception and practice of teachers on the inclusion of people with disabilities in regular High School of Municipal Pelotense School, presenting also limits and potential of this process. From the analysis of teaching practices, identified what they think and act as teachers in the face of the proposed inclusion. The expected contribution is related to its ability to enhance inclusive education, namely, one that consolidates a new educational paradigm for building a society open to all diversities. For this, the research developed through the qualitative approach, a case study, using interviews to collect data when subsequently realized textual analysis, the techniques as content analysis and discourse analysis. The interviews were conducted with thirteen teachers working with students with special needs. This approach allowed us to know the reality of education and teachers conceptions of a public school about inclusion. As references were used contributions from authors as Freire, Perrenoud, Maturana, Mantoan, Foucault, Omote, MARTINS, Glat, among others, which allowed me to build a clearer picture of the broad and thematic, allowing me the understanding of inclusive education and analyze the development of their practice, attending to the understanding that the school is a privileged space for the inclusion of various special needs. The conclusion is that research shows that both the school as most teachers are not prepared for inclusion to meet the legal and methodological guidelines of socio-educational inclusion, lacking equipment, specialized staff and teacher training continued to teachers / Relato, neste trabalho, o processo de pesquisa, cujo tema central tratou da inclusão tendo, como objetivo, identificar a percepção e a prática dos professores sobre a inclusão de portadores de necessidades especiais no Ensino Médio regular do Colégio Municipal Pelotense, apresentando, ainda, limites e potencialidades desse processo. A partir da análise das práticas pedagógicas, identifiquei o que pensam e como agem os docentes em face da proposta de inclusão. A contribuição esperada relaciona-se à sua possibilidade para potencializar a educação inclusiva, ou seja, aquela que consolida um novo paradigma educacional de construção de uma sociedade aberta para todas as diversidades. Para tanto, a pesquisa desenvolveu-se através da abordagem qualitativa, um estudo de caso, utilizando-se de entrevista para a coleta de dados, quando, posteriormente, realizei análise textual, a partir de técnicas como análise de conteúdo e análise de discurso. As entrevistas foram realizadas com treze professores que trabalham com alunos portadores de necessidades especiais. Esta abordagem permitiu conhecer a realidade educativa e as concepções de professores de uma escola pública municipal sobre inclusão. Como referencial, foram utilizadas as contribuições de autores como Freire, Perrenoud, Maturana, Mantoan, Foucault, Omote, Martins, Glat, entre outros, o que me permitiu construir uma visão mais clara e ampla da temática, possibilitando-me a compreensão da educação inclusiva e analisando o desenvolvimento de sua prática, atentando para o entendimento de que a escola é um espaço privilegiado para a inclusão das diversas necessidades especiais. A conclusão que a pesquisa aponta é que, tanto a escola como a maioria dos professores não estão preparados para a inclusão de modo a atender aos preceitos legais e metodológicos orientadores da inclusão socioeducativa, carecendo de equipamentos, de equipe especializada e de formação pedagógica continuada para docentes