The Brazilian School has historically been characterized as an institution that defines the enrollment of only one group, process of exclusion that has been legitimized in educational policy and educational practices. In 2001, with the National Guidelines for Special Education in Basic Education, it was determined that school systems have the duty to enroll all students, including students with disabilities. From this, the Guidelines expanded the character of Special Education for the realization of Specialized Educational Services (ESA) as a complementary and/or additional support to the common class service. The ESA is intended for Public Target Special Education Students (PTSES) - people with disabilities, pervasive developmental disorders and high ability/gifted, and is perform in Multifunction Resources Rooms (MRR) inside the regular school. In order to analyze the practice and use of Assistive Technology (AT) strategies used by teachers in the MRR municipal and state public schools of the State of São Paulo, Paulista State University " Julio de Mesquita Filho ", through the Research Group called Potentiality Environments for Inclusion (PEI), College of Science and Technology (FCT) of Presidente Prudente/SP has proposed a project to the Centre of Education (CE). From the proposal of CE, this project aims to create learning situations during the attendances that occur in the MRR at Promotion Center for Digital Inclusion, Social and School (PCDISS), aiming the inclusion of a school student diagnosed with Learning Disabilities (LD), in order to develop their autonomy and meaningful learning.
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