Plano educacional individualizado e estratégias de leitura para estudante com deficiência intelectual do 5º ano do Ensino Fundamental

Abstract

Considering the current scenario of special education in Brazil, according to INEP (2021, 2022), there is an increase in enrollment in the first years of elementary school, which is of great importance for people with intellectual disabilities (ID). This study starts from the dynamics of special education in an inclusive perspective, which has brought about a paradigm shift in the Brazilian educational system through documents and laws that allow the proposals of inclusive education. In this perspective, teachers are challenged to review their practices and build resources that meet the needs of students. We also reflect on the existing gaps in the training of this profession. To this end, the general objective was to study the performance of a student with ID, enrolled in the 5th grade of elementary school, using reading strategies included in the Individualized Pedagogical Plan - PEI - created in collaboration between the teachers of the regular class and the AEE class. It is the qualitative research that combines research and pedagogical intervention designs, aiming to promote changes in the teaching and learning processes of the said students to propose possible pedagogical alternatives to consolidate their potential in the field of reading. The research is based on the historical-cultural theory of Vygotsky, whose principle is the integral development of the person with or without disabilities, with the exception of social relations as the engine of cultural mediation between teachers and students in the educational process. In the study participated five teachers of regular education, five AEE teachers and one student in 5th year student with ID. Given this theoretical and methodological perspective, we created an electronic questionnaire to be answered by the participating teachers. According to the results, the following main difficulties in the teaching and learning process of people with ID were identified: (i) cognitive limitations in the area of reading, especially in the areas of memory and attention; (ii) significant gaps in the initial training of teachers for pedagogical work with the target group of special education; and (iii) the lack of adequate resources for working with these students. Based on the educational intervention, PEI was found to be effective in reading achievement, its specific activities allow the student to be a protagonist, relying on his knowledge and interaction with the teacher through mediated learning to overcome his difficulties and build new knowledge. To this end, it is essential to overcome the obstacles that hinder inclusive education: Deficiencies in teacher training and development, which must be linked to different conceptions of knowledge and actions with the diversity of students; lack of appropriate teaching materials, overcrowded classrooms; vulnerability of the family, which also does not know how to deal with differences; along with architectural and, above all, attitudinal barriers, which represent the greatest challenge to school inclusion.