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DIFFICULTIES FACED BY BASIC EDUCATION TEACHERS IN RELATION TO INCLUSIVE EDUCATION STUDENTS: AN ANALYSIS IN THE CONTEXT OF THE COVID-19 PANDEMIC

UMA ANÁLISE NO CONTEXTO DA PANDEMIA DE COVID-19

##article.authors##

  • Jean Louis Landim Vilela Universidade Cruzeiro do Sul - SP https://orcid.org/0000-0002-8806-3975
  • Anderson Claiton Ferraz Universidade Cruzeiro do Sul - SP https://orcid.org/0000-0002-9195-316X
  • Matilde de Paiva Dias Centro Educacional Genny Gomes
  • Mauro Sérgio Teixeira de Araújo Universidade Cruzeiro do Sul - SP

DOI:

https://doi.org/10.1590/SciELOPreprints.3115

Keywords:

Inclusion, pandemic, difficulties of teachers

Abstract

This research aimed to investigate the difficulties faced by Basic Education teachers when dealing with the inclusion of students with a disability or disorder in the context of the Covid-19 pandemic. Forty-three teachers were interviewed and a questionnaire containing open and closed questions was applied, using google forms. The open questions were categorized based on Bardin's Content Analysis and the results indicated the need to have a support teacher, which is a relevant factor for the cognitive development of these students. Other points highlighted by the teachers were the need for adaptations in the proposed activities, greater presence of parents in helping to carry out tasks and the importance of in-person classes. In addition, another factor that drew attention was the lack of adequate technological resources to monitor classes, given the lack of internet access by students. We conclude that some changes need to take place in relation to Inclusion in Education so that all students who have some type of disorder or disability are actually integrated into regular classrooms in conditions to develop properly, which demands the offering of a structure of human and material support in school environments.

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Posted

2021-11-23

Section

Exact and Earth Sciences