Students with intellectual disability in youth and adult education: the process interfaces schooling

• Grant number: 12/18078-3
• Support Opportunities: Scholarships in Brazil - Master
• Effective date (Start): March 01, 2013
• Effective date (End): February 28, 2014
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Juliane Aparecida de Paula Perez Campos
• Grantee: Mariele Angélica de Souza Freitas
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

Topic rarely discussed in the context of Special Education, the inclusion of students with intellectual disabilities in the classes of the regular school system, in the modality of Youth and Adults Education (EJA), reinforces the principles of the constitution of an inclusive society in which, expressed equal rights and social and educational opportunities. This study aims to understand the overall process of education of students with intellectual disabilities who attend youth and adult education. The specific aims are to: a) analyze the official documents that include the EJA, assumptions regarding inclusive education, b) identify the working conditions of adult education teacher with students with intellectual disabilities, c) know the teaching process with the student with intellectual disabilities in youth and adults, and d) identify the meaning assigned to EJA through students with intellectual disabilities and their caregivers. The study is characterized as a qualitative research, with characteristics of a case study. The research will be conducted in a EJA class of a municipal school located in the State of São Paulo; participate in this study two students with intellectual disabilities in the modality of adult education, character fundamental and regular education (nighttime), their parents or responsibles, and the teacher responsible for the EJA class. The empirical data collection will be through documentary research, the semistructured interviews with all participants, free observation and journal field. In order to cover all aspects of this phenomenon, we use the technique of data triangulation in order to find possible differences between the three studied perceptions. Expected to contribute to the debate about the expansion of schooling for students with intellectual disabilities in the EJA. (AU)