Ensino-aprendizagem de alunos com deficiência múltipla: a sala regular e o Atendimento Educacional Especializado (AEE)

Abstract

The study had as general objective to present how the teaching-learning process of students with multiple disabilities occurs in a Public School of the State of Paraíba in the regular room and in the room of multifunctional resources of the Specialized Educational Assistance (AEE). The study was carried out through qualitative and exploratory research. The investigation took place in a multifunctional resource room and a regular room in the municipality of João Pessoa / PB. The fieldwork developed through observations during five meetings with teachers, one from the ESA room and one from the regular room to know this reality in the public school. In the production of data we use as a methodological procedure the bibliographical, documentary, participant observation, semi-structured interview with the teachers. As a theoretical reference, we use the perspective of Bersch, Rocha, Sarboretto, Szymanki, Santiago, Kassar, in order to better present the educational specificities of students with multiple disabilities. As a main result, the reality of teaching-learning for the student with multiple disabilities in the regular classroom and in the ESA room emerged as a result of which, through the analysis of interviews and observations made in the classroom, the teachers showed us that they are not yet qualified to work With Specialized Educational Needs (NEEs), but that they seek to improve their knowledge from other sources. The data also indicate the lack of condition of the work of the common room teacher who have 6 students with disabilities, in a room of 26 students without the support of a monitor or caregiver.