School inclusion and individualized educational plan: evaluation of a continuing education program for educators

• Grant number: 10/05729-0
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: September 01, 2010
• End date: December 31, 2013
• Field of knowledge: Humanities - Education - Educational Planning and Evaluation
• Principal Investigator: Enicéia Gonçalves Mendes
• Grantee: Gabriela Tannús Valadão
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

In several countries that adopt policies of school inclusion is a device, usually provided in the legislation, called the Individualized Educational Plan (IEP), whose purpose is to ensure the monitoring of the course of the students in a situation of disability throughout their schooling process. In Brazil, there are no provisions in federal legislation to ensure that such students have an IEP based on their peculiarities. This study of the problem of how to qualify these teachers for this task. The objective will be to develop, implement and evaluate a program of continuing education for teachers of special education, focusing on PEI for students in disability situation, in a municipal school. The study will be conducted with Special Education teachers and families of students in disability situation. The methodology, based on collaborative action research, involve five stages: 1) the conduct of ethical procedures, 2) diagnosis of the initial evaluation and educational planning of the municipality; 3) development of the training program, 4) program implementation and 5) evaluating the social validity of the program. The procedures for data collection will be based on documentary analysis, observation in field diaries, footage and press conference with focus groups. The analysis, based on content analysis, will be held from the triangulation of data obtained from documents, the field diaries, the filming of meetings and reports of interviews.