INCLUSIVE PRACTICE IN MATHEMATICS TEACHING: STUDENT WITH INTELLECTUAL DEFICIENCY IN SPECIALIZED EDUCATIONAL CARE - AEE

Abstract

This research has as a main objective to investigate inclusive pedagogical practices that mediate the
teaching-learning process of mathematical contents, beside students with intellectual disabilities who
receive Specialized Educational Assistance (SEA) offered in the Multifunctional Resource Rooms, at
public schools in the municipality of Queimadas, Paraíba, Brazil. Referring to the methodology, a
descriptive research was carried out with a qualitative approach, with the semi-structured interview
and the documentary analysis as instruments for data collection. This interview was applied with five
teachers who worked in the SEA rooms, from August to October 2018. The interview was divided into
two sections, the first to collect personal and professional data and the second to collect data related
to the teaching- learning process of students with intellectual disabilities in mathematics. The
documentary analysis is based on the analysis carried out in the SEA Plans prepared by the teachers
that participated in the present research. The results of the interviews indicated that the difficulties
encountered by SAE teachers in promoting meetings with teachers of regular classes end up
compromising the pedagogical practices of mathematics in the common classroom. Regarding the
use of pedagogical resources in the teaching-learning process of mathematical content, the research
participants reported that they make use of several manual and digital resources, including in the
assessment of learning. Regarding the analysis of SEA Plans, we found that the collaborators in the
present research demonstrate difficulties in defining resources that would be applied and elaborating
the activities, as well as aligning the objectives with the goals foreseen in the student's teachinglearning process with intellectual disability. We conclude the importance of reinforcing the need to
better invest in continuous training for SEA teachers, so that they become multipliers of actions in the
school space, based on the realization of plans in conjunction with teachers in the common
classroom.