Caracterização do atendimento educacional especializado para o aluno com deficiência intelectual nas salas de recursos multifuncionais

Abstract

The research addresses specialized educational assistance for students with intellectual disabilities in multifunctional resources classrooms before and during the COVID-19 pandemic. The general objective of the study was to characterize and analyze the specialized educational assistance for students with intellectual disabilities in the multifunctional resources classrooms. To achieve the proposed objective, a descriptive exploratory research was carried out, with a qualitative approach. As a data collection technique, semi-structured interviews and focus group sessions were conducted. The research was carried out in a small city, in the interior of Mato Grosso do Sul. The study included teachers from the multifunctional resources classrooms that offer specialized educational assistance to students with intellectual disabilities, in the municipal school system. The data were analyzed through content analysis. Through the results it was possible to describe the pedagogical practices developed in the multifunctional resources classrooms, the organization of the service, the relationships established between the teachers of the multifunctional resource rooms, the teachers of the common room and the family members, as well as the challenges faced and the advances achieved. It was also observed the impact that the pandemic had on the routine of attending students with intellectual disabilities and the strategies implemented by participating teachers in order to guarantee learning conditions for students with intellectual disabilities. It was evident the emphasis that the role of the multifunctional resources classrooms teacher has been gaining through support and collaboration actions, pointing out the developments, efforts, pedagogical and human actions to promote the school inclusion of students with intellectual disabilities.