Abstract

MUTO, Jéssica Harume Dias; POSTALLI, Lidia Maria Marson  and  SANCHES-FERREIRA, Manuela. SCHOOL INCLUSION OF A STUDENT WITH INTELLECTUAL DISABILITY: A CASE STUDY DEVELOPED IN PORTUGAL. Educ. Teoria Prática [online]. 2021, vol.31, n.64, e21. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v31.n.64.s14568.

The Individual Education Program (IEP) is a document that disregards learning measures through a student's systematic guidance and development for some who need substrates other than teaching and learning processes, and not what goals should meet their needs and student singularities, may benefit or process of inclusion. This work aimed to analyze the student's IEP with an intellectual disability registered in regular school in Portugal, in order to choose one of the objectives proposed to this student in the area of reading and writing and to elaborate an intervention that meets the needs of this student, seeking to evaluate continuously the performance of the student. In this work, we applied the teaching of recognition of 10 words beginning with the letter P, taught two by two, using the matching-to-sample (MTS) and the constructed response matching to sample model (CRMTS) procedures. The results showed that the student presented partial advances in the performance of target skills; and he did not present maintenance in the evaluation after one month. The data indicated that the investment in planning systematized and appropriate teaching becomes extremely relevant to the teaching and learning process and the importance of multidisciplinary.

Keywords : Systematized Teaching; Individualized Education Program; Special Education; Inclusion; Intellectual Disability.

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