Atividades adaptadas a estudantes com deficiência intelectual inseridos no ensino médio profissionalizante: orientações ao professor regente por meio de um guia didático

Abstract

This dissertation intends to guide regent teachers, included in regular education working in Professional and Technological Education (EPT), in the development of activities and pedagogical strategies aimed at students with intellectual disabilities (ID). For this, we initially sought to identify the possible difficulties faced by teachers in dealing with the specific educational needs of this group when preparing adapted activities. The constitutional rights of students with specific access needs to an adapted activity were also analyzed, at the conceptual, procedural and attitudinal levels, which guide the teaching-learning process. In this context, the general objective was to guide regent teachers, through a didactic guide, in the adaptation of school activities aimed at students with intellectual disabilities inserted in regular education. The specific objectives sought: to analyze the main specific educational difficulties of students with intellectual disabilities inserted in professional secondary education and to elaborate a didactic guide for teachers, containing guidelines, models and pedagogical strategies for adapting school activities to their students with intellectual disabilities. As a methodological procedure, a qualitative approach of a descriptive-explanatory and interventionist nature was adopted, which was constructed in the following steps: initially, a bibliographical research was carried out on the main themes of the research, such as adaptation of activities, teacher training and ways of learning of people with intellectual disabilities; then, historical documents, legislation, censuses and official diaries of the state of Mato Grosso do Sul on special education were analyzed; then, the regent teachers who work in schools in the state network of integrated secondary education in Mato Grosso do Sul received an online questionnaire to list the main difficulties encountered by them when adapting activities for students with intellectual disabilities; subsequently, a didactic guide was elaborated in the light of Vygotsky's theory of appropriate teaching (1997), with guidelines for inclusive planning based on the proposals of Plestch and Glat (2005); then, a meeting was held with the regent teachers who work with the intellectually disabled public, for guidance in the preparation and adaptation of school activities, aligned with the singular vision of the EPT, as defended by Ramos (2005); finally, in the last stage, a second online questionnaire was applied in which the regent teachers made observations about the facilitation of an inclusive planning after knowing the didactic guide in a lecture. The educational product produced consists of material in the form of a didactic guide, with guidelines that aim to favor and facilitate inclusive teaching planning through model activities, tips and guidelines that promote the academic resourcefulness of students with intellectual disabilities. It was observed that this research contributed to the training process of teachers who work with students with intellectual disabilities who understood the different possibilities of adapting school activities in order to promote inclusion.