<?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>S1413-65382014000300005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Capacitação de agentes educacionais: proposta de desenvolvimento de estratégias inclusivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benitez]]></surname>
<given-names><![CDATA[Priscila]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domeniconi]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A05">
<institution><![CDATA[,Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino  ]]></institution>
<addr-line><![CDATA[São Carlos ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>03</numero>
<fpage>371</fpage>
<lpage>386</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382014000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382014000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382014000300005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A inclusão escolar tem demonstrado a importância de criar condições para favorecer o envolvimento dos agentes educacionais (professor da sala de aula regular, professor de educação especial e os pais dos aprendizes), visando maximizar a aprendizagem acadêmica dos alunos. O presente estudo teve como objetivo operacionalizar e avaliar uma capacitação destinada aos professores da sala de aula regular, da educação especial e pais, de modo a criar condições que vislumbrassem o ensino compartilhado de leitura e escrita para alunos com deficiência intelectual e autismo, incluídos na escola regular. Participaram cinco mães, quatro professores da sala de aula e dois professores da Educação Especial. Todos os agentes educacionais participaram de uma capacitação geral baseada na orientação sobre a intervenção a ser aplicada em cada contexto de atuação (residência, sala de aula e sala de educação especial) e incluiu um tópico sobre as habilidades sociais educativas. Após a capacitação geral foram empregadas supervisões individualizadas, com cada agente, durante a qual era utilizado um protocolo de registros do comportamento de cada agente. A análise dos comportamentos previu três medidas: aplicação conforme planejamento, dicas fornecidas ao aprendiz e encaminhamentos. Ainda que principiante, a capacitação criou condições para desenvolver estratégias inclusivas, de modo a operacionalizar as orientações descritas nos documentos vigentes em relação à inclusão escolar, a partir do envolvimento de agentes educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The process of school inclusion has shown that opportunities must be created to enable three educational agents to interact (the regular teacher, the special teacher and the student's parents), in order to further students' academic learning opportunities. The present study aimed to put into practice and assess the professional development of regular teachers, special teachers and parents in order to create conditions for shared teaching of reading and writing for students with intellectual impairment and autism included in regular schools. Five mothers, four regular teachers and two special teachers participated in the study. All the educational agents participated of a general capacitation based on orientations on the intervention that would be applied in each natural context (classroom, special teaching room and at home) and included a topic about educational social abilities. After the general training, individual supervision sessions with each educational agent using a recorded behavior protocol were carried out. The behavioral analysis was based on three measures: application of intervention according to plan, cues addressed to the student and follow-up. Even though it was newly tried out, training enabled inclusive strategies to develop so that strategies that are described in official documents addressing school inclusion could be put into practice through the engagement of educational agents.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Família]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Family]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Capacita&ccedil;&atilde;o  de agentes educacionais: proposta de desenvolvimento de estrat&eacute;gias inclusivas.</h2> <h3>Professional development of educational agents:  proposal for developing inclusive strategies.</h3>     <p>&nbsp;</p> <h4>Priscila  Benitez, Camila Domeniconi    <br> </h4> </font>      ]]></body><back>
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