PERCEPÇÕES DOS ALUNOS COM DEFICIÊNCIA INTELECTUAL SOBRE SUA MATRÍCULA NA CLASSE ESPECIAL E CLASSE COMUM.  INTELLECTUALLY DISABLED STUDENTS’ PERCEPTIONS ABOUT THEIR ENROLLMENT IN SPECIAL CLASSES AND COMMON CLASSES

dc.creator	Mendes, Enicéia Gonçalves
dc.creator	Veltrone, Aline Aparecida
dc.date	2011-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:41Z
dc.date.available	2015-07-20T22:07:41Z
dc.identifier	1982-7199
dc.identifier	https://doaj.org/article/f356382ac7874a7bb4782b4690120db4
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11406
dc.description	Tendo em vista a necessidade de avaliar e monitorar as práticas advindas da política da inclusão escolar em nosso país, principalmente por meio da opinião e percepção dos principais atores envolvidos neste processo, que são os alunos, o objetivo deste estudo é identificar as percepções de alunos com deficiência intelectual egressos de classe/escola especial e matriculados na classe comum de uma escola regular a respeito da classe/escola especial e o seu lugar de preferência para frequentar. O estudo foi desenvolvido numa cidade de médio porte do interior do estado de São Paulo e no total participaram 10 alunos com deficiência intelectual egressos de três escolas da rede de ensino municipal. Os resultados indicam que os alunos, apesar da experiência positiva na classe/escola especial, têm preferência pela matrícula na classe comum o que evidencia impacto positivo da política da inclusão escolar e também da necessidade de ouvirmos os estudantes para avaliarmos as práticas de inclusão escolar desenvolvidas.There is a need to assess and monitor the school inclusion policy and the uses deriving from it. This can be done primarily through the opinion and perception of the people involved in this process, the students. The objective of this study is to identify the perception of students with intellectual disability from special classes/schools and classmates from the current common classes about their opinion of special classes/schools and the place they chose to attend. The study was made in three schools of the municipal network of a midsize city in the state of São Paulo and ten students with intellectual disabilities from special classes/schools took part in it. The results show that the students, despite the positive experience in the special classes/schools, prefer to attend the regular classes, showing a positive impact of inclusion policy and also the need of listening to the students in order to evaluate the practices of school inclusion that are being developed.
dc.language	Portuguese
dc.language	Spanish
dc.language	English
dc.language	French
dc.publisher	Universidade Federal de São Carlos
dc.relation	http://www.reveduc.ufscar.br/index.php/reveduc/article/viewFile/205/141
dc.relation	https://doaj.org/toc/1982-7199
dc.source	Revista Eletrônica de Educação, Vol 5, Iss 2, Pp 59-81 (2011)
dc.subject	intellectual disability
dc.subject	school inclusion
dc.subject	special classes
dc.subject	special schools
dc.subject	deficiência intelectual
dc.subject	inclusão escolar
dc.subject	classe especial
dc.subject	escola especial
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	PERCEPÇÕES DOS ALUNOS COM DEFICIÊNCIA INTELECTUAL SOBRE SUA MATRÍCULA NA CLASSE ESPECIAL E CLASSE COMUM. INTELLECTUALLY DISABLED STUDENTS’ PERCEPTIONS ABOUT THEIR ENROLLMENT IN SPECIAL CLASSES AND COMMON CLASSES
dc.type	article