PEDAGOGICAL CONCEPTIONS AND PRACTICES OF YOUTH AND ADULT EDUCATION TEACHERS IN THE INCLUSION OF STUDENTS WITH INTELLECTUAL DISABILITY

Graciliana Garcia Leite, Juliane Ap. P. Perez Campos

Abstract


Background: Youth and Adult Education (YAE) is a teaching modality in Brazil aimed at people who have not had access to mainstream school or not completed their schooling. Objective of the study was to characterise the pedagogical practices of teachers in the mainstream classroom and special education, working with students with intellectual disabilities at YAE. Method: Qualitative descriptive approach. Observations in classrooms and interviews with teachers. Data consolidated by content analysis and arranged in themes. Results: Teachers have difficulty meeting the student’s specific needs and developing pedagogical resources and strategies to promote access to knowledge. Conclusions: Need exists for greater collaboration between regular and special education teachers to organize the pedagogical planning enabling more assertive pedagogical practices.

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Keywords


special education, youth and adult education, intellectual disability, pedagogical practice

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References


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DOI: http://dx.doi.org/10.46827/ejse.v7i2.3658

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