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Previous issue date: 2017-03-15 / The Specialized Educational Assistance is a service from Special Education that identifies,
prepares and organizes resources which help disabled students to overcome the difficulties
that arise during the educational process in regular schools. In addition, it allows students to
be attended in their specificities to build their identity from the confrontation with the
differences and the coexistence with the other. The aim of this work is to carry out an
exploratory study on the modalities of specialized educational service provided by private
schools in the Federal District to students diagnosed with Attention Hyperactivity Disorder
(ADHD) and investigate how this service is being carried out in schools of the private
education network. Based on the theoretical framework and literature review, a qualitative
research was conducted, with a semi-structured interview, and the data collection was done in
seven private schools in Federal District, in the perspective of the inclusion of students with
ADHD, whose participants were Counselors and/or Academic Advisors. The work consisted
in an investigation of the strategies that are used in each one of these schools in the
specialized educational assistance, as well as the factors that hamper the inclusion and
learning of those students with ADHD. Also, some issues were discussed such as
medicalization of students with this diagnosis, curricular adaptations, family participation,
orientation for teachers, continued formation and the contributions that psychoanalysis can
bring to professionals who work with these students in order to help them to rethink their
practice. By analysing the data, were presented the general characteristics of the sample and
the conceptions and practices in the Specialized Educational Assistance in private schools of
the Federal District, whose main results point to the need for greater compliance in private
schools with the laws that refer to Inclusion, including the implementation of educational
strategies that improve the learning of students with ADHD, as well as greater investment and
care in the continued formation of the teachers who will work with these students. / O Atendimento Educacional Especializado ?? um servi??o da Educa????o Especial que identifica,
elabora e organiza recursos que ajudam os alunos com defici??ncia a superarem as dificuldades
que se apresentam ao longo do processo educativo em escolas regulares. Al??m disso,
possibilita que o aluno seja atendido em suas especificidades para que possa construir a sua
identidade a partir dos confrontos com as diferen??as e da conviv??ncia com o outro. O objetivo
deste trabalho ?? realizar um estudo explorat??rio sobre as modalidades de atendimento
educacional especializado prestado por escolas particulares do Distrito Federal aos alunos
com diagn??stico de Transtorno de D??ficit de Aten????o e Hiperatividade - TDA/H e investigar
como este atendimento est?? sendo realizado em escolas da rede particular de ensino. Com
base no estudo te??rico e revis??o da literatura, foi realizada uma pesquisa de natureza
qualitativa, com entrevista semiestruturada e levantamento de dados em sete escolas
particulares do Distrito Federal, na perspectiva da inclus??o de alunos com Transtorno de
D??ficit de Aten????o e Hiperatividade ??? TDA/H, cujos participantes eram Orientadores
Educacionais e/ou Pedag??gicos. O trabalho consistiu em uma investiga????o das estrat??gias que
s??o utilizadas em cada uma dessas escolas no atendimento educacional especializado, bem
como dos fatores que dificultam a inclus??o escolar e a aprendizagem desses alunos com
TDA/H. Tamb??m foram discutidos temas como a medicaliza????o de alunos com esse
diagn??stico, adapta????es curriculares, participa????o da fam??lia, orienta????es aos professores,
forma????o continuada e as contribui????es que a psican??lise pode trazer aos profissionais que
atuam com esses alunos, de modo a auxili??-los a repensarem a sua pr??tica. Na an??lise dos
dados foram apresentadas as caracter??sticas gerais da amostra e as concep????es e pr??ticas no
Atendimento Educacional Especializado em escolas particulares do DF, cujos principais
resultados apontam para a necessidade de que haja uma maior observ??ncia, nas escolas
particulares, das leis que se referem ?? inclus??o, incluindo a implementa????o de estrat??gias
educacionais que favore??am o aprendizado de alunos com TDA/H, bem como maior
investimento e cuidado na forma????o continuada dos professores que atuar??o com esses
alunos.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2122 |
| Date | 15 March 2017 |
| Creators | Ivanoski, Tatiana Alencar Silva |
| Contributors | Almeida, Sandra Francesca Conte de |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 6168442728173332080, 500, 500, 600, 1182462564910641719, -240345818910352367 |
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