O papel do professor na aprendizagem dos alunos com deficiência intelectual em uma sala regular na rede pública de ensino

Abstract

The present study with the theme "The role of the teacher in the learning of students with intellectual disabilities in a regular classroom", aimed to understand how the learning of students with intellectual disabilities in a regular classroom. Linked to this, we seek to follow the paths taken by the teacher in her pedagogical practice, performing an effective work in this context, reading about the subject, analyzing the indications given by the students with respect to the teaching methodologies that may favor the learning of these students, during the internship period, what materials were made available for the teacher to carry out her work, and what support she received from the school's pedagogical team. Anchored by the study of area theoreticians, in order to detect the didactic-pedagogical actions that may facilitate the overcoming of the difficulties that affect the students' learning, caused by the deficiency in their cognitive limitations, we also try to approach appropriate methods and literacy techniques in order to facilitate the teaching and learning processes, with a view to being able to use them in the future, through the realization that there is a total possibility of them, to produce the interaction of these students in the regular classroom, not only with their colleagues but through of literacy processes. The research was carried out at the Flávio Ribeiro Coutinho Municipal School, in the municipality of Bayeux, and the data obtained were collected from a teacher who works in a regular classroom and with two students with intellectual disabilities. We conclude that some educational actions should be implemented from the moment of initial formation, moving towards continuing education, in order to effectively include the inclusion of students with intellectual disabilities.