School inclusion in the state schools of a teaching board: a study about accessibility

• Grant number: 18/00079-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: April 01, 2018
• End date: June 30, 2019
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Vera Lucia Messias Fialho Capellini
• Grantee: Letícia Prevideli Scarabello
• Host Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

Despite an understanding of education as a right of everyone exists in the country and the existence of official documents that subsidize the construction of an inclusive education in order to attend the Students Special Education Target Audience (Alunos Público Alvo da Educação Especial - PAEE) it's seen that school institutions do not have the structural capacity to attend this perspective of inclusion. The responsibility for building an inclusive school belongs to the government, school administrators, teachers, and the entire community. Accessibility is fundamental so that individuals can keep in the institution and also can obtain independence and autonomy. This study aims to analyze the architectural aspects of state public schools in a city in the countryside of São Paulo for the purpose of understand how much of accessibility exists for students PAEE and how far school managers understand the concepts related to inclusive education. The instruments used for data collection will be a physical space observation script and inclusive indicators in the educational context; and interviews with school managers. It is hoped that the results obtained by this research bring improvements in the teaching conditions to the PAEE students mainly in relation to the conditions of access and permanence in the ambience and in the school practices. (AU)