INCLUSIVE TEACHING PRACTICES FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN SCHOOL CONTEXTS

Abstract

This study had as a general objective to investigate the teaching practices of teachers whose students have intellectual disability in regular school. It is a research of qualitative nature with delineation of the
action research. The study was carried out in two public schools from the Municipal Network in Teresina (PI) and developed with six participants, tearchers from early years of elementary school who worked in the common class. As methodological procedures, it was used the diagnosis of the previous knowledge of the teachers; study sessions denominated study meetings; and observation. For information production, we have used the strategy teaching cases and, as tools, the questionnaire and the field diary. The results highlighted that the
teachers could not organize and implement differentiated practices from the curricular proposal of the school year when the student was attending. They used activities distanced from the class’ curriculum which were simpler and easier with students with intellectual disability. The lack of specific training to work with students from Target Group Students in Especial Education (PAEE) was the most highlighted element as a difficulty in the comment of the teachers, outlined by the feeling of unpreparedness for work.