Resumo

LOPES, Andressa  e  PEDROSO, Cristina Cinto Araujo. Specialized institution and support the education of students with disabilities: advances and setbacks in inclusion times. Rev. Comunic [online]. 2016, vol.23, n.3, suppl., pp.97-116. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v23nespp97-116.

This article presents the results of a qualitative research that aimed to investigate the association between specialized institution and common school to support the education of students with intellectual disabilities, in a medium-sized city in the state of São Paulo. Data collection was obtained through semi-structured interview with the educational coordinator of the specialized institution. The interview included questions related to: the organization and functioning of the specialized institution; students attending the institution; the support of the institution to the common schools and the relationship with families; profile and training of staff of the institution. The data showed that the work of the specialized institution is not linked to the curriculum of regular school, does not guarantee continuity nor realizes the anticipation of the contents worked in the school and there is a joint reflection of culture of the institution and the school on curriculum development and pedagogical practices, preventing identification of the most appropriate ways for the education of students with intellectual disabilities. Therefore, the advancement of education policy did not result in the context studied, advances in institutional practices in the context of inclusive education.

Palavras-chave : Inclusive Education; Special Education Institutions; Education Intellectual Disabilities.

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