<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382015000300395</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382115000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pr&#225;ticas de Professores Frente ao Aluno com Defici&#234;ncia Intelectual em Classe Regular]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers' Pedagogical Practices with Students with Intellectual Disability in Regular Classrooms]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Teresa Cristina Coelho dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[Lúcia de Araújo Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Secretaria Municipal de Educação de Natal  ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Centro de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>395</fpage>
<lpage>408</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382015000300395&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382015000300395&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382015000300395&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo detalha aspectos de uma pesquisa qualitativa, que teve por objetivo investigar pr&#225;ticas pedag&#243;gicas de professores em uma escola p&#250;blica municipal de Natal/RN, frente a alunos com Defici&#234;ncia Intelectual (DI), matriculados em anos iniciais do Ensino Fundamental. Foram utilizados como procedimentos a observa&#231;&#227;o e a entrevista semiestruturada, com vistas &#224; constru&#231;&#227;o dos dados. Para an&#225;lise dos dados utilizou-se o m&#233;todo de An&#225;lise de Conte&#250;do. Os resultados apontam pr&#225;ticas de docentes pautadas num fazer pedag&#243;gico tradicional, utilizando poucas estrat&#233;gias que possibilitem avan&#231;os na aprendizagem desses alunos. Diante desta realidade, necess&#225;rio se faz, entre outros aspectos: investimento na forma&#231;&#227;o dos professores e de todos os que fazem a comunidade escolar, numa perspectiva inclusiva; utiliza&#231;&#227;o de procedimentos e de adequa&#231;&#245;es curriculares em sala de aula, de maneira mais compat&#237;vel com as necessidades dos educandos; um trabalho em parceria com docentes de Salas de Recursos Funcionais e com as fam&#237;lias. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article details aspects of a qualitative study concerning teachers' pedagogical practices with Students with Intellectual Disability. The students considered in the study were enrolled in the first years of the Elementary School in a municipal school in Natal/RN. The data was collected through observation and semi structured interviews. The data analysis used the Content Analysis method. The results show that teacher practices are connected to traditional pedagogical behavior, which use few strategies that lead to advances in these children's learning. Given this reality, the following aspects need to be addressed: investments in teacher development, along with the members of school staff in light of the inclusive perspective; performance of procedures and adaptation of the classroom curriculum in order to make it more suitable to these students' needs; working in partnership with Resource classroom teachers and the student's families. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practices]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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