The inclusion process for students with disabilities in São Paulo state: between physical education teachers and multipurpose teaching
DOI:
https://doi.org/10.26849/bts.v43i2.486Keywords:
Physical education in the school, Multipurpose, Inclusion, School practicesAbstract
The design of devices to subsidize the integration of students with disabilities in the school environment is the topic of this article, seeking to understand the most important aspects of the inclusion process, focusing on a São Paulo state municipal system and reviewing the sayings of Physical Education and Multipurpose teachers. The authors interviewed teachers who teach those same students with disabilities and monitored their classes. It became evident that they face the same difficulties (infrastructure, lack of training and pedagogical support) and have the same potentialities (adapted planning and socialization practices).
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