Teaching practice of students with disabilities in remote education
The Covid-19 pandemic brought about a series of changes in the classroom methodology and in the multifunctional resource room in education. Teachers had to reinvent themselves to be able to offer teaching based on new realities. Thus, the study sought to analyze the contributions of remote education...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | Brasil |
| Institution: | Universidade Estadual do Ceará (UECE) |
| Repository: | Ensino em Perspectivas |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/6621 |
| Online Access: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6621 |
| Access Level: | Open access |
| Keyword: | Ensino Remoto Emergencial Prática docente Alunos com deficiências Emergency Remote Teaching Teaching practice Students with disabilities |
| Summary: | The Covid-19 pandemic brought about a series of changes in the classroom methodology and in the multifunctional resource room in education. Teachers had to reinvent themselves to be able to offer teaching based on new realities. Thus, the study sought to analyze the contributions of remote education in the teaching practice of students with disabilities. The methodological path took place through a qualitative approach through a case study of teachers from the Specialized Educational Service (AEE) classrooms in a municipality in the interior of Ceará. An online questionnaire was used, developed on Google Forms and made available to teachers. The theoretical foundation is based on the contributions of Imbernón (2009; 2011), Pepper (2012), Alves, Martins and Pinheiro (2021). In this way, the study revealed the importance of teaching practice for special students in the midst of remote education, leaving our admiration to the educators for their excellent work. |
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