Resumen

JOHNSON, Luanna Freitas; YAEGASHI, Solange Franci Raimundo  y  FONSECA, Aline Arruda Rodrigues da. Special educational needs are identified within the context of public policies. Ensino em Re-Vista [online]. 2022, vol.29, e014.  Epub 08-Jun-2023. ISSN 1983-1730.  https://doi.org/10.14393/er-v29a2022-14.

The identification process of special education needs of students with intellectual deficiency (deficiência intelectual - DI) at the Specialized Educational Care (Atendimento Educacional Especializado - AEE) is analyzed. For this, we resort to documentary research on legislative and teachers’ formation material used by the Ministry of Education. Analysis of the above revealed gaps regarding methodological and theoretical subsidies in the process. Legislation pinpoints teachers’ attributions, such as evaluation of needs, elaboration and execution of individual care plan, production of pedagogical material, articulation with other segments, family guidance, and orientation to regular teachers. Furthermore, publications used in teachers’ formation do not highlight their instrumentalization. The identification process of students’ needs should be supported by theoretical and methodological foregrounding that would give opportunity to the organization of school education for the humanization of students, regardless of their objective conditions.

Palabras clave : Multifunctional Resource room; Assessment of educational needs; Ministry of Education.

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