<?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>S1413-65382012000300009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sala de recursos no processo de inclusão do aluno com deficiência intelectual na percepção dos professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Esther]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marquezine]]></surname>
<given-names><![CDATA[Maria Cristina]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,UEL  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>03</numero>
<fpage>487</fpage>
<lpage>506</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382012000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382012000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382012000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho é recorte de uma pesquisa desenvolvida em uma escola de Ensino Fundamental - anos iniciais. O objetivo da pesquisa foi analisar a percepção dos professores sobre a importância da sala de recursos multifuncional Tipo I - Atendimento Educacional Especializado - AEE, no processo de inclusão do aluno com deficiência intelectual no ensino regular. A pesquisa contou com a participação de quatro profissionais da educação, os quais exercem diferentes funções na escola. No estudo foram seguidos os pressupostos da pesquisa qualitativa, com ênfase nas práticas da pesquisa-ação, utilizando entrevistas com roteiros semiestruturados, para coleta de dados. O referencial teórico contempla breve histórico da Educação Especial, apontando a deficiência intelectual como um dos maiores desafios nesse processo. Apresenta a sala de recursos como apoio no processo inclusivo e a importância da presença do professor especializado, para esse atendimento. Os resultados ressaltam a importância da sala de recursos no processo inclusivo. Contudo, revela que o trabalho nela desenvolvido não deve e não pode ser confundido com reforço escolar ou repetição de conteúdos curriculares da classe regular. Ela deve ser um espaço de desafio no qual o aluno, com deficiência, encontra condições necessárias para o desenvolvimento do processo de aprendizagem, com vistas à superação de seu próprio limite, em busca da verdadeira inclusão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper is part of a study carried out at an elementary school - beginning years. The study's aim was to analyze teachers - perceptions of the importance of a multifunctional resource classroom type I - Specialized Educational Service - SES in the inclusion process of students with intellectual disabilities in regular education. Four education professionals, who have different functions in the school, participated in the study. Qualitative research guidelines were followed, with emphasis on action-research practices, using a semi-structured interview guide for data collection. The theoretical framework covers a brief history of special education, indicating that intellectual disability is one of the biggest challenges in this process. The paper presents the resource classroom as a major support in the inclusive process, and highlights the importance of specialized teachers in this service. The results emphasize the importance of the resource classroom in the inclusive process. However, the study defends that the work carried out in that venue should not be confused with school tutoring or repetition of regular class curriculum content. It should provide challenging conditions in which students with disabilities encounter what they need in order to develop their learning process, so as to overcome their own limits, on the way to real inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Sala de Recursos]]></kwd>
<kwd lng="pt"><![CDATA[Atendimento em Sala de Recursos]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disabilities]]></kwd>
<kwd lng="en"><![CDATA[Resource Classroom]]></kwd>
<kwd lng="en"><![CDATA[Specialized Educational Service]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Sala de recursos no processo de inclus&atilde;o do aluno com  defici&ecirc;ncia intelectual na percep&ccedil;&atilde;o dos professores.</h2> <h3>Resource classroom in  the process of inclusion of students with intellectual disability from teachers&rsquo;  standpoint.</h3>     <p>&nbsp;</p> <h4>Esther Lopes, Maria Cristina Marquezine    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Pro-posições]]></source>
<year></year>
<volume>7</volume>
<numero>19</numero>
<issue>19</issue>
<page-range>5-13</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista@mbienteeducação]]></source>
<year></year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>31-39</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<source><![CDATA[Cadernos de Educação]]></source>
<year></year>
<numero>6</numero>
<issue>6</issue>
<page-range>13-30</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<source><![CDATA[Educational Leadership]]></source>
<year></year>
<volume>43</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>29-32</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
