A importância da sala de recursos no processo de aprendizagem de alunos com deficiência mental

The importance of the recruiting room in the learning process of mentally handicapped students

Authors

  • Márcia Valéria da Silva Nascimento
  • Diogenes José Gusmão Coutinho

Keywords:

Research, Educators, Learning, Resource room /, Pesquisa, Educadores, Aprendizagem, Sala de recurso.

Abstract

O presente trabalho tem como foco a sala de recurso como meio de auxiliar na aprendizagem de alunos com deficiência intelectual. Dando ênfase neste campo, a pesquisa tem como objetivo principal analisar se a sala de recursos assegura ao aluno benefícios que atribuem reforço positivo na aprendizagem, as considerações mostraram que a sala de recursos auxilia o aluno no desenvolvimento, porém dentro da sala de aula é preciso rever as práticas desenvolvidas e que alguns fatores interferem na articulação entre ambas as professoras. E realizar observações em uma sala de recursos multifuncionais, que é o ambiente em que este atendimento pedagógico especializado se consolida. Esta pesquisa tem por objetivo investigar de que forma a sala de recursos multifuncionais auxilia no processo de inclusão dos alunos, traçando um paralelo entre legislação (leis que regulamentam o AEE) e prática (como que está sendo realizado o AEE na rotina diária), partindo de observações e leituras por pesquisas bibliográficas. Esta seria uma forma de almejar compreender como o atendimento educacional especializado pode ser importante na educação combatendo os desafios da aprendizagem em alunos com dificuldade intelectual e buscar perceber de qual forma atualmente a sala de recursos multifuncionais, pode garantir um suporte satisfatório à aprendizagem de alunos com dificuldade de aprendizagem. Com o resultado deste trabalho foi possível verificar que há garantias de direitos ao acesso e aprendizagem nas legislações, mas ainda são necessários outros subsídios para que as leis possam ser cumpridas na prática escolar.

 

The present work focuses on the resource room as a means of assisting in the learning of students with intellectual disabilities. Emphasizing this field, the research has as its main objective to analyze whether the resource room assures the student benefits that provide positive reinforcement in learning, the considerations showed that the resource room helps the student in development, but within the classroom it is necessary review the practices developed and that some factors interfere in the articulation between both teachers. And carry out observations in a multifunctional resource room, which is the environment in which this specialized pedagogical service is consolidated. This research aims to investigate how the multifunctional resource room helps in the student inclusion process, drawing a parallel between legislation (laws that regulate the AEE) and practice (how the AEE is being carried out in the daily routine), starting from observations and readings by bibliographic research. This would be a way of aiming to understand how specialized educational assistance can be important in education, combating the learning challenges of students with intellectual difficulties and seeking to understand how the multifunctional resource room currently can guarantee satisfactory support to the learning of students with learning disability. With the result of this work, it was possible to verify that there are guarantees of rights to access and learning in the legislation, but other subsidies are still needed so that the laws can be complied with in school practice.

 

The present work focuses on the resource room as a means of assisting in the learning of students with intellectual disabilities. Emphasizing this field, the research has as its main objective to analyze whether the resource room assures the student benefits that provide positive reinforcement in learning, the considerations showed that the resource room helps the student in development, but within the classroom it is necessary review the practices developed and that some factors interfere in the articulation between both teachers. And carry out observations in a multifunctional resource room, which is the environment in which this specialized pedagogical service is consolidated. This research aims to investigate how the multifunctional resource room helps in the student inclusion process, drawing a parallel between legislation (laws that regulate the AEE) and practice (how the AEE is being carried out in the daily routine), starting from observations and readings by bibliographic research. This would be a way of aiming to understand how specialized educational assistance can be important in education, combating the learning challenges of students with intellectual difficulties and seeking to understand how the multifunctional resource room currently can guarantee satisfactory support to the learning of students with learning disability. With the result of this work, it was possible to verify that there are guarantees of rights to access and learning in the legislation, but other subsidies are still needed so that the laws can be complied with in school practice.

Published

2022-01-19