<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062021000100119</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v31.n.64.s14568</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INCLUSÃO ESCOLAR DE UM ALUNO COM DEFICIÊNCIA INTELECTUAL: UM ESTUDO DE CASO DESENVOLVIDO EM PORTUGAL]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL INCLUSION OF A STUDENT WITH INTELLECTUAL DISABILITY: A CASE STUDY DEVELOPED IN PORTUGAL]]></article-title>
<article-title xml:lang="es"><![CDATA[INCLUSIÓN ESCOLAR DE UN ESTUDIANTE CON DISCAPACIDAD INTELECTUAL: UN ESTUDIO DE CASO DESARROLLADO EN PORTUGAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muto]]></surname>
<given-names><![CDATA[Jéssica Harume Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Postalli]]></surname>
<given-names><![CDATA[Lidia Maria Marson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanches-Ferreira]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Instituto Politécnico do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>31</volume>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062021000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062021000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062021000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Programa de Ensino Individualizado (PEI) é um documento que descreve as medidas de aprendizagem por meio de orientações e desenvolvimento sistematizado de ensino para alunos que necessitam de suporte no processo de ensino e aprendizagem, no qual as metas devem atender às necessidades e singularidades do aluno, beneficiando o processo de inclusão. O presente trabalho teve como objetivo analisar o PEI de um aluno com deficiência intelectual matriculado em uma escola regular de Portugal, de modo a eleger um dos objetivos a ele propostos na área da leitura e escrita e elaborar uma intervenção que atendesse às suas necessidades, avaliando seu desempenho continuamente. Neste trabalho, realizou-se o ensino de reconhecimento de 10 palavras iniciadas com a letra P, ensinadas duas a duas, empregando-se os procedimentos de emparelhamento com o modelo (matching-to-sample [MTS]) e emparelhamento com o modelo com resposta construída (constructed response matching to sample [CRMTS]). Os resultados mostraram que o aluno apresentou avanços parciais no desempenho de habilidades alvo e não houve manutenção na avaliação após um mês. Os dados indicaram que o investimento no planejamento de ensino sistematizado e adequado torna-se de extrema relevância para o processo de ensino e aprendizado e o trabalho multidisciplinar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Individual Education Program (IEP) is a document that disregards learning measures through a student's systematic guidance and development for some who need substrates other than teaching and learning processes, and not what goals should meet their needs and student singularities, may benefit or process of inclusion. This work aimed to analyze the student's IEP with an intellectual disability registered in regular school in Portugal, in order to choose one of the objectives proposed to this student in the area of reading and writing and to elaborate an intervention that meets the needs of this student, seeking to evaluate continuously the performance of the student. In this work, we applied the teaching of recognition of 10 words beginning with the letter P, taught two by two, using the matching-to-sample (MTS) and the constructed response matching to sample model (CRMTS) procedures. The results showed that the student presented partial advances in the performance of target skills; and he did not present maintenance in the evaluation after one month. The data indicated that the investment in planning systematized and appropriate teaching becomes extremely relevant to the teaching and learning process and the importance of multidisciplinary.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Programa de Enseñanza Individualizada (PEI) es un documento que describe las medidas de aprendizaje a través de la orientación y el desarrollo sistematizado de la enseñanza para los estudiantes que necesitan de apoyo en el proceso de enseñanza y aprendizaje, en el que los objetivos deben satisfacer las necesidades y singularidades, beneficiándose el proceso de inclusión. El presente trabajo tuvo como objetivo analizar el PEI de un alumno con discapacidad intelectual matriculado en una escuela regular de Portugal, de manera a elegir uno de los objetivos que se le propusieron en el área de la lectura y escrita y realizar una intervención que satisficiera sus necesidades, evaluándose continuamente su desempeño. En este trabajo se realizó la enseñanza de reconocimiento de 10 palabras iniciadas con la letra P, enseñadas dos a dos, empleándose los procedimientos de emparejamiento con el modelo (matching-to-sample [MTS]) y emparejamiento con el modelo con respuesta construida (constructed response matching to sample [CRMTS]). Los resultados mostraron que el estudiante presentó avances parciales en el desempeño de las habilidades blanco y no hubo mantenimiento en la evaluación después de un mes. Los datos indicaron que la inversión en la planificación de la enseñanza sistematizada y adecuada se vuelve de extrema importancia para el proceso de enseñanza y aprendizaje y el trabajo multidisciplinario.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Sistematizado]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Ensino Individualizado]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="en"><![CDATA[Systematized Teaching]]></kwd>
<kwd lng="en"><![CDATA[Individualized Education Program]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Sistematizada]]></kwd>
<kwd lng="es"><![CDATA[Programa de Enseñanza Individualizada]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad Intelectual]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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