Abstract

DIOGO, Marcelio Adriano  and  GELLER, Marlise. Special Education and Technical Courses: the Teacher’S Vision of Curricular Adaptation Processes. Rev. bras. educ. espec. [online]. 2022, vol.28, e0122.  Epub Nov 09, 2022. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702022v28e0122.

The arrival of students with disabilities in technical courses at Federal Institutes has increased due to the approval of the Law no. 13,409, of December 28, 2016, that provides quotas for admission to this public. In this text, the vision of the teachers of the Instituto Federal Sul-rio-grandense (IFSUL) is analyzed, divided into the technical and propaedeutic area, in relation to the presence of students with disabilities, particularly intellectual, in technical courses and in relation to the possible curricular adaptations in formative itineraries of these students. The theoretical framework shows the shift in relation to the terms curricular adaptations/adequacies for fexibility, differentiation and curricular accessibility, which implies a broader understanding of their meanings. The research, carried out from 81 answers obtained in a questionnaire with open questions and on a Likert scale, had as methodological support Bardin’s (2010) content analysis, with a posteriori categorization and semantic criteria in the answers separation. Finally, the results organization and discussion were carried out, problematizing the contributions of the research participants. The results showed differences in understanding the importance of the use of adaptations between teachers in the technical and propaedeutic areas, but they also revealed the equal disagreement with those adaptations that suppress the content of the disciplines and concern about the refection of this in the student’s education.

Keywords : Curricular adaptation; Accessibility; Technical courses; Inclusive education.

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