Barreiras e recursos à aprendizagem e à participação de alunos em situação de inclusão

Abstract

Access to general schools for people with disabilities is an advance in the history of education. However, barriers to learning and participation hinder the school routine of inclusive students, hence the need for resources -human, tangible, political etc. -from the schools and their communities. This study aimed at investigating the quality of inclusive service offered to a student with visual impairment enrolled in a mainstream class through the identification of barriers and resources to learning and participation. Results showed that in the school routine of the student subject matter of this study there are inclusion and exclusion situations. The lack of accessibility-oriented curriculum adjustments leads to the exclusion of content, which is briefly conveyed to the student. Therefore, the school can be considered as having a low level of inclusion. Although the student seems to socialize with others, her learning process is being partially neglected.

Educational Inclusion and Social Interaction: A Literature Review

“…The barriers observed in the studies considered herein include invisibility, exclusion, and the negligence of disabled students and their true educational needs. There are few reports in which social interactions between disabled children and their peers are not hindered (Bruno & Lima, 2015;Carvalho & Nascimento, 2015;Oliva, 2016), and, even in these cases, the disabled children were found to be delayed academically; in other words, there was evidence of inclusion only in terms of socialization.…”

“…Key: Y-Yes; N-No; U-Information unknown; AI-Interaction considered only after intervention. Campos & Glat, 2016;Lemos et al, 2014;Oliva, 2016). In 42% of the articles, there were reports of a lack of positive social interactions; in three of these articles, interventions were implemented to promote socialization (Campos & Glat, 2016;Mattos & Nuernberg, 2011;Nascimento et al, 2010).…”

“…In addition, only 19% of the studies considered exhibited examples of spontaneous socialization (with no intervention on the part of the researchers to encourage it; Anhão et al, 2010;Bruno & Lima, 2015;Carvalho & Nascimento, 2015;Höher Camargo & Bosa, 2012;Oliva, 2016). These studies included the survey given to therapeutic assistants working with ASD children in early childhood education; in the study in question, the cases of socialization were reported by the adult professionals (Carvalho & Nascimento, 2015).…”

“…A study that reported positive interactions involved a deaf child from an indigenous tribe who participated in games with peers; however, communication was limited since the child did not know Brazilian sign language (LIBRAS)-the child only knew the signs used to communicate simple concepts, such as hunger, swimming in the river, school, and animal (Bruno & Lima, 2015). Though the case study by Oliva (2016) reported that socialization of a visually impaired student was not hindered, the conclusions of the paper note that the student "is accepted, but is less valued" (Oliva, 2016, p. 500). The author explains that the student herself felt inferior to her typical peers and did not respond to interactions with these peers with the same intensity with which she responded to other special needs students.…”

Neurociência e aprendizagem de pessoas com deficiência intelectual: um estudo de caso

“…Porém, essa ainda é uma realidade preocupante devido ao fato de que esses alunos continuam encontrando diversas barreiras, como o preconceito, o que di culta o processo de aprendizagem e a interação social (OLIVA, 2016).…”