<?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>S1413-65382009000100010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caracterização dos professores itinerantes, suas ações na área de tecnologia assistiva e seu papel como agente de inclusão escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pelosi]]></surname>
<given-names><![CDATA[Miryam Bonadiu]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Leila Regina d'Oliveira de Paula]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<volume>15</volume>
<numero>01</numero>
<fpage>141</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382009000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382009000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382009000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente estudo discute o trabalho do professor itinerante dentro da Secretaria Municipal de Educação do município do Rio de Janeiro. Compara a ação desses profissionais junto aos alunos com necessidades educacionais especiais incluídos nas escolas regulares em 1998 e em 2005 e aponta soluções para favorecer a inclusão dos alunos com deficiência física. A metodologia utilizada foi um survey realizado por meio de questionário contendo perguntas abertas e fechadas. O estudo aponta para a manutenção do perfil e atividades desempenhadas pelo professor itinerante na comparação dos dois estudos e evidencia seu papel de mediação, sensibilização e mobilização em favor da inclusão. Diante da impossibilidade do professor itinerante em mediar o desenvolvimento pedagógico dos alunos com necessidades educacionais especiais, as autoras sugerem a inclusão do professor de apoio, por meio de parceria entre a Universidade e Secretaria Municipal de Educação, contribuindo para a inclusão dos alunos e melhorando a formação dos estudantes de pedagogia para o trabalho na diversidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper discusses the work of itinerant teachers from the city of Rio de Janeiro Board of Education, compares their professional experiences involving students with special needs included in regular schools in 1998 and 2005, and points out effective procedures that promote the inclusion of students with physical disabilities in regular school settings. A survey questionnaire made up of open and closed questions was employed. Data revealed that itinerant teachers' profile and work activities remained essentially the same in 1998 and in 2005. Results also highlighted the participants' role in the mediation, awareness and mobilization processes that sustain inclusion. Considering that itinerant teachers demonstrate extreme difficulties in mediating the pedagogical development of students with special needs, the authors suggest the inclusion of a teacher aide through a partnership program between the University and the city Board of Education. This collaborative work would support the inclusion of the students and improve the professional development of undergraduate students in Pedagogy, enhancing their preparation to work with diverse populations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Física]]></kwd>
<kwd lng="pt"><![CDATA[Professor Itinerante]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[Educational Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Physical Disability]]></kwd>
<kwd lng="en"><![CDATA[Itinerant Teacher]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Caracteriza&ccedil;&atilde;o dos professores itinerantes, suas a&ccedil;&otilde;es na  &aacute;rea de tecnologia assistiva e seu papel como agente de inclus&atilde;o escolar.</h2> <h3>Characterization of  itinerant teachers, their work in assistive technology, and their role as  inclusion agents.</h3>     <p>&nbsp;</p> <h4>Miryam Bonadiu Pelosi, Leila Regina d'Oliveira de Paula  Nunes    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[The American Journal of Occupational Therapy]]></source>
<year></year>
<volume>55</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>83-9</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Educação e Sociedade]]></source>
<year></year>
<volume>27</volume>
<numero>96</numero>
<issue>96</issue>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
