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Universidade Federal Do Rio Grande Do Sul Faculdade De Educação Programa De Pós-graduação Em Educação
| Content Provider | Semantic Scholar |
|---|---|
| Author | Golbert, Clarissa Seligman |
| Copyright Year | 2005 |
| Abstract | This master's degree final paper approaches the theme of school inclusion. It investigates through qualitative approach the difficulties that arise upon including mentally challenged students registered in regular schools, and that cause them to subsequently join schools for “special children”. Starting with the assumption that more and more physically or mentally challenged students are being registered in regular schools, it was tried to find out what measures are taken by regular schools that encourage or discourage a quality inclusion process for students diagnosed as being mentally ill. This study took 3 mentally challenged students who currently attend a school for children with special needs, but coming from a regular “so called” inclusive school, i.e., students with some experience in regular school life. Starting from the school background of these students, it was possible to spot the regular schools they had attended. Then it was investigated the factors contributing for their admission into special education system. Studying the focused problem enabled us to find out how the inclusion process of these students took place, as well as what caused their leaving the regular schools; this, in turn, stimulated the reflection upon new proposals and new measures, preventing the same from happening again with new students, which might again trigger the exclusion process. It was concluded that teachers do not deny to participate in the inclusion proposal; in fact, there is a fear of not knowing how to act and what to do to promote the cognitive development of these students. It was also concluded that the “so called” inclusive schools present many gaps in their practices concerning mentally challenged students, shown in the lack of teacher preparation and of material resources that teachers and included students faced. Including mentally ill students is still a challenge for regular schools, and as such, it is subject to constant reflections, constructions and reconstructions along the process. It was clearly shown the need for further discussions, studies, research and measures regarding this issue both in special and regular schools, and a continuous, systematic and specific preparation for each situation experienced by teachers, students and community. KEY-WORDS: School inclusion – Special educational needs – Mentally-challenged – Inclusive schools. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://lume.ufrgs.br/bitstream/handle/10183/69943/000875294.pdf;jsessionid=10A5DE2587A11EF1DCEA0303C9299B75?sequence=1 |
| Alternate Webpage(s) | https://www.lume.ufrgs.br/bitstream/handle/10183/70601/000877766.pdf?isAllowed=y&sequence=1 |
| Alternate Webpage(s) | https://lume.ufrgs.br/bitstream/handle/10183/17040/000605703.pdf;jsessionid=8D0001B47BE94B67136A041C73293CB7?sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
