Virtual social network of specialized teachers and schooling of students with intellectual disability

• Grant number: 13/15270-3
• Support Opportunities: Scholarships in Brazil - Doctorate
• Effective date (Start): November 01, 2013
• Effective date (End): February 28, 2017
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Enicéia Gonçalves Mendes
• Grantee: Josiane Beltrame Milanesi
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

ABSTRACTThe educational policy states that the schooling of Special Education target audience is made in common classes in regular schools. This policy also provides the specialized educational service (AEE) performed in order to complement and supplement the teaching in the regular classroom. However, the guidelines on how the AEE should be performed are still unclear, especially in the situation of students with intellectual disability (ID), which are the majority of the public of Special Education. Concerning this fact, the present study aims to investigate the AEE of students with ID, using the methodology of action research in a virtual environment, with specialized teachers who work in multifunctional resource rooms (SRM). The overall objective is to analyze the possibilities for collaborative construction of a proposal of AEE for students with ID, by teachers of Special Education in social network, and for that the study will be conducted in two phases: a) a) description and analysis of teaching practices in AEE for students with ID, and b) analysis of the possibilities for professional development of AEE teachers of students with DI, by participating and exchanges on the virtual social network. The study will involve the construction of a virtual social network site with 10 AEE teachers who work with students with ID. These teachers will participate in activities of real case studies of students with ID. The data collection will be based on records collected from available tools in the virtual environment and the productions of the teachers through these tools and the exchanges performed in the virtual environment will be analyzed. It is hoped that the study brings contributions on possible guidelines for AEE of students with ID and about possibilities and strategies of training of specialized teachers through social networks that provide collective and collaborative construction of knowledge.