ACCESS FOR STUDENTS WITH DISABILITIESTHE COMMON SCHOOLS AND CLASSESREGULAR NETWORK
Federal Attorney for Citizens' RightsBrasilia, September 2004 by Lucinete Messina
Federal Attorney for Citizens' RightsBrasilia, September 2004 by Lucinete Messina
Introduction:
The aim is to disseminate the most current concepts and appropriate to global guidelines for inclusion of disabled people in education. Although this publication has a focus on children and adolescents with disabilities because they are more vulnerable because of not adapting architectural and pedagogical schools in general., The contention is that a concern with the education given to welcome ALL people. That is, without prejudice of any kind and without perpetuating traditional practices of exclusion, ranging from negative discrimination, even a well-intentioned rebuke from one grade to another.
Legal Aspects
Where does the right to education of persons with disabilities?We have the right to be equal when difference makes us inferior; have the right to be different when equality in mischaracterizes.
1. What does the Federal Constitution?
Our Federal Constitution as the foundation of the Republic elected citizenship and human dignity (Article 1, inc. II and III), and as one of its main objectives the promotion of the common good, irrespective of origin, race, gender , color, age and other forms of discrimination (Article 3, inc. IV). Also expressly guarantees the right to equality (Article 5), and is, in Articles 205 and following, the right of everyone to education. This right should be aimed at. Full development of the person, his preparation for the exercise of citizenship and his qualification for the job. (Art. 205). In addition, elected as one of the principles for teaching,. Equal conditions of access and permanence in school. (Art. 206, inc. I), adding that. Duty of the State education will be fulfilled by ensuring access to higher levels of education, research and artistic creation, according to the capacity of each. (Article 208, III-V).
The aim is to disseminate the most current concepts and appropriate to global guidelines for inclusion of disabled people in education. Although this publication has a focus on children and adolescents with disabilities because they are more vulnerable because of not adapting architectural and pedagogical schools in general., The contention is that a concern with the education given to welcome ALL people. That is, without prejudice of any kind and without perpetuating traditional practices of exclusion, ranging from negative discrimination, even a well-intentioned rebuke from one grade to another.
Legal Aspects
Where does the right to education of persons with disabilities?We have the right to be equal when difference makes us inferior; have the right to be different when equality in mischaracterizes.
1. What does the Federal Constitution?
Our Federal Constitution as the foundation of the Republic elected citizenship and human dignity (Article 1, inc. II and III), and as one of its main objectives the promotion of the common good, irrespective of origin, race, gender , color, age and other forms of discrimination (Article 3, inc. IV). Also expressly guarantees the right to equality (Article 5), and is, in Articles 205 and following, the right of everyone to education. This right should be aimed at. Full development of the person, his preparation for the exercise of citizenship and his qualification for the job. (Art. 205). In addition, elected as one of the principles for teaching,. Equal conditions of access and permanence in school. (Art. 206, inc. I), adding that. Duty of the State education will be fulfilled by ensuring access to higher levels of education, research and artistic creation, according to the capacity of each. (Article 208, III-V).
For the above-mentioned law that defines disability as any loss or abnormality of structure or function of a psychological, physiological or anatomical inability to manage the performance of activity within the considered normal for humans. Aware of the importance of providing means of access to people with special needs, our legislation provides basic principles and guidelines in conducting the education of these individuals listed in Section 208 and section III of the decree of law above quoted in the Federal Constitution of Brazil.
Therefore, the Constitution guarantees everyone the right to education and access to school. Every school, well recognized by official bodies as such, must meet the constitutional principles can not exclude any person on account of its origin, race, sex, color, age, disability or lack of it.
This point will be discussed in Section Pedagogical Guidelines, which not only demonstrate the feasibility, but the benefits of receiving in the same classroom, all children. Thus, when our Constitution guarantees education for all, means that it is the same for all in the same environment, and this can and should be as diverse as possible, in order to achieve full human development and preparation for citizenship (Article . 205, CF).
Therefore, the Constitution guarantees everyone the right to education and access to school. Every school, well recognized by official bodies as such, must meet the constitutional principles can not exclude any person on account of its origin, race, sex, color, age, disability or lack of it.
This point will be discussed in Section Pedagogical Guidelines, which not only demonstrate the feasibility, but the benefits of receiving in the same classroom, all children. Thus, when our Constitution guarantees education for all, means that it is the same for all in the same environment, and this can and should be as diverse as possible, in order to achieve full human development and preparation for citizenship (Article . 205, CF).
As for. Preferentially. constant of the Federal Constitution, art. 208, IIIThis refers to the adverb. Specialized educational services., Ie, that which is necessarily different in school to better meet the specificities of students with disabilities. This includes mainly instruments necessary for the elimination of barriers that people with disabilities have to relate to the external environment.For example: For the above-mentioned law that defines disability as any loss or abnormality of structure or function of a psychological, physiological or anatomical inability to manage the performance of activity within the considered normal for humans. Aware of the importance of providing means of access to people with special needs, our legislation provides basic principles and guidelines in conducting the education of these individuals listed in Section 208 and section IIIavailable in mainstream schools so they can provide quality students with and without disabilities.The specialized educational services should be available at all levels of school education, preferably in the common schools of the regular lattice. This is the most appropriate school environment to ensure students' relationships with peers of same chronological age and for stimulation of all kinds of interaction that can benefit their cognitive, motor, affective.This service operates in a manner similar to other courses that complement the knowledge acquired in the levels of basic and higher education, such as language courses, arts, computer and others. Therefore, this service does not replace the common school for people aged mandatory access to primary education (from seven to 14 years) and is preferably provided in the common schools of the regular lattice. Unlike other free courses, the specialized schooling is so important that is guaranteed by the Constitution.The Constitution admits more: that the special classes are also offered outside the regular school system, in other establishments, since, as mentioned, would be a supplement, not substitute for a given in the regular schooling for all students.
The LDBEN, Special Education and Educational Specialist Care
According to the Law of Guidelines and Bases of National Education. LDBEN (art. 58 and following). The special classes will be done in classes, schools, or specialized services, where, in the specific circumstances of the students, it is not possible to integrate in the classes of regular schools. (Art. 59, § 2).The misunderstanding of this device has led to the conclusion that it is possible to replace the regular school special. The interpretation to be adopted should consider that this substitution can not be accepted under any circumstances, regardless of the person's age. This follows from the fact that all ordinary legislation must be in accordance with the Federal Constitution. In addition, an article of law should not be read in isolation. The interpretation of a legal provision must be made so that there are no contradictions within the law.The misconception that admits the possibility of replacing the regular education by special is at odds with what has their own LDBEN in article 4, paragraph I and Article 6 paragraph 3 and to the Federal Constitution, which also determines that access to education key is required (Article 208, inc. I).The Constitution defines what is education, not accepting the offer of elementary school than in a school (art. 206, inc. I) and also provides basic requirements that schools must observe (art. 205 et seq.)LDBEN Another situation that deserves attention is that it does not refer to in Articles 58 and following, the special classes, but in Special Education. These terms, specialized schooling and Special Education, to the Federal Constitution are not synonymous. If our constitutional legislator wanted to refer to Special Education, or the same type of care that was being provided to people with disabilities before 1988, would have repeated that phrase which appeared in the Constitutional Amendment No. 01, 1969, in the chapter. The Right to Economic and Social Order.In our previous Constitution, people with disabilities were not addressed in the provisions for education in general. These students, regardless of type of disability, were considered persons entitled to special education, subject matter of the assistance.By the previous constitutional text was guaranteed. The disabled access to special education. This was not repeated in the current Constitution, a fact that certainly is a significant advance for the education of these people.So as not to be unconstitutional, the LDBEN to use the term special education must do so allowing a new interpretation, a new concept, based on what the Constitution broke new ground by providing a specialized educational services and not highlighted in chapter Special Education Education .We advocate a new concept for Special Education, as it has always been seen as the kind of education that could replace the common educational services, without any inquiry into the age of the student for whom the common services were being totally replaced. Why is more palatable than the possibility, given that many children and adolescents are very significant differences, we can not forget that these students have, like any other inalienable right of access to education in a school environment that is not segregated, along with their the same chronological age. The participation of these students should be guaranteed in the regular classroom to benefit of the school environment and learn according to their possibilities.Therefore, the right to special classes provided for in Articles 58, 59 and 60 of LDBEN (Law 9394/96) and also in the Federal Constitution does not replace the right to education (school) class offered in common regular school system.The LDBEN and the innovations introduced by Decree 3.956/2001 Convention (Guatemala) Back to LDBEN, a new legislation, like any new law repeals the above provisions that are contrary to or complements any omissions. This is the Inter-American Convention on the Elimination of All Forms of Discrimination against Persons with Disabilities, held in Guatemala.
According to the Law of Guidelines and Bases of National Education. LDBEN (art. 58 and following). The special classes will be done in classes, schools, or specialized services, where, in the specific circumstances of the students, it is not possible to integrate in the classes of regular schools. (Art. 59, § 2).The misunderstanding of this device has led to the conclusion that it is possible to replace the regular school special. The interpretation to be adopted should consider that this substitution can not be accepted under any circumstances, regardless of the person's age. This follows from the fact that all ordinary legislation must be in accordance with the Federal Constitution. In addition, an article of law should not be read in isolation. The interpretation of a legal provision must be made so that there are no contradictions within the law.The misconception that admits the possibility of replacing the regular education by special is at odds with what has their own LDBEN in article 4, paragraph I and Article 6 paragraph 3 and to the Federal Constitution, which also determines that access to education key is required (Article 208, inc. I).The Constitution defines what is education, not accepting the offer of elementary school than in a school (art. 206, inc. I) and also provides basic requirements that schools must observe (art. 205 et seq.)LDBEN Another situation that deserves attention is that it does not refer to in Articles 58 and following, the special classes, but in Special Education. These terms, specialized schooling and Special Education, to the Federal Constitution are not synonymous. If our constitutional legislator wanted to refer to Special Education, or the same type of care that was being provided to people with disabilities before 1988, would have repeated that phrase which appeared in the Constitutional Amendment No. 01, 1969, in the chapter. The Right to Economic and Social Order.In our previous Constitution, people with disabilities were not addressed in the provisions for education in general. These students, regardless of type of disability, were considered persons entitled to special education, subject matter of the assistance.By the previous constitutional text was guaranteed. The disabled access to special education. This was not repeated in the current Constitution, a fact that certainly is a significant advance for the education of these people.So as not to be unconstitutional, the LDBEN to use the term special education must do so allowing a new interpretation, a new concept, based on what the Constitution broke new ground by providing a specialized educational services and not highlighted in chapter Special Education Education .We advocate a new concept for Special Education, as it has always been seen as the kind of education that could replace the common educational services, without any inquiry into the age of the student for whom the common services were being totally replaced. Why is more palatable than the possibility, given that many children and adolescents are very significant differences, we can not forget that these students have, like any other inalienable right of access to education in a school environment that is not segregated, along with their the same chronological age. The participation of these students should be guaranteed in the regular classroom to benefit of the school environment and learn according to their possibilities.Therefore, the right to special classes provided for in Articles 58, 59 and 60 of LDBEN (Law 9394/96) and also in the Federal Constitution does not replace the right to education (school) class offered in common regular school system.The LDBEN and the innovations introduced by Decree 3.956/2001 Convention (Guatemala) Back to LDBEN, a new legislation, like any new law repeals the above provisions that are contrary to or complements any omissions. This is the Inter-American Convention on the Elimination of All Forms of Discrimination against Persons with Disabilities, held in Guatemala.
Brazil is a signatory to that document, which was approved by Congress through Legislative Decree No. 198 of June 13, 2001, and promulgated by Decree No. 3956 of 08 October 2001, the Presidency.Therefore, in Brazil, it is as valuable as an ordinary law, or even (according to the understanding of some jurists) as a constitutional rule, as it refers to rights and guarantees fundamental human, being above the laws, resolutions and decrees.It is document that requires, now more than ever, a reinterpretation of LDBEN. LDBEN This is because, when applied inconsistently with the Constitution (as seen in the previous section), may allow distinctions based on disability, which imply restrictions on the entitlement of a student with disabilities to the same environment as the other students without disabilities .The Convention of Guatemala makes clear the impossibility of unequal treatment based on disability, defining discrimination as any distinction, exclusion or restriction based on disability, history of disability as a result of the previous disability or perceived disability present or past, which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by persons with disabilities of their human rights and fundamental freedoms (Article 1, paragraph 2. a.).The right of access to primary education is a human right unavailable, so people with disabilities in age to attend it, can not be deprived of it. So every time it is accepted to replace the teaching of students with disabilities in regular classes in regular education, special education solely by the age of compulsory access to primary education, this approach strikes the provisions of the Convention in Guatemala.Because it is a different treatment on grounds of disability, special education has been a way of unequal treatment to students. Thus, this method should not continue violating the provisions of the Convention of Guatemala accordingly.
Specialized institutions and special schools can offer elementary school?
The LDBEN it in your title V. Levels and Methods of Education and .. According to Article 21, the School Education is composed of the Basic Education and Higher Education. Basic Education, in turn, is composed of the following steps school: kindergarten, elementary and high school.
After dealing with the stages of basic education, places LDBEN the Youth and Adult Education as the only one who can provide certificate of completion equivalent to primary and / or East.
According to Article 37, this mode is the one for youth and adults. Do not have access or continue their studies in elementary school and middle age itself.
The quotes LDBEN modalities Professional Education and Special Education of the outstanding chapters in Basic and Higher Education, these modalities can not expedite certification equivalent to the Elementary School, Middle or Upper.
Therefore, the understanding is correct that the Special Education runs through the various levels of schooling, but she is not a parallel system of education, with its own levels and stages. Special Education is a tool, a supplement that must always be present in the basic and higher education for students with disabilities who need it.
A specialized institution or special school is recognized as such by the very type of care they provide, ie, specialized educational services. Thus, schools can not replace but complement the common schools at all levels of education.
As LDBEN in Article 60, specialized institutions are those who work exclusively in special education. For purposes of technical and financial support by the government.
The LDBEN it in your title V. Levels and Methods of Education and .. According to Article 21, the School Education is composed of the Basic Education and Higher Education. Basic Education, in turn, is composed of the following steps school: kindergarten, elementary and high school.
After dealing with the stages of basic education, places LDBEN the Youth and Adult Education as the only one who can provide certificate of completion equivalent to primary and / or East.
According to Article 37, this mode is the one for youth and adults. Do not have access or continue their studies in elementary school and middle age itself.
The quotes LDBEN modalities Professional Education and Special Education of the outstanding chapters in Basic and Higher Education, these modalities can not expedite certification equivalent to the Elementary School, Middle or Upper.
Therefore, the understanding is correct that the Special Education runs through the various levels of schooling, but she is not a parallel system of education, with its own levels and stages. Special Education is a tool, a supplement that must always be present in the basic and higher education for students with disabilities who need it.
A specialized institution or special school is recognized as such by the very type of care they provide, ie, specialized educational services. Thus, schools can not replace but complement the common schools at all levels of education.
As LDBEN in Article 60, specialized institutions are those who work exclusively in special education. For purposes of technical and financial support by the government.
2. The disability / difficulty.
This seems to be the biggest problem of inclusion of people with disabilities in regular schools.We believe, however, it is also more a provocation to the transformation and improvement of school education as a whole.The Federal Constitution states that should be guaranteed to all students the right of access to higher levels of education, research and artistic creation according to individual capacity (art. 208, V) and the Elementary School . complete. is required. Therefore, it is undeniable that the practice of teaching must accommodate the peculiarities of each student, regardless of whether they have disabilities. But that is not what schools have done and this is the big key to that school for people with mental retardation can happen, and successfully, in regular classes in regular education.The traditional labels and divisions of students in homogeneous classes apparently are not guarantees of learning. Although these classes school content seem to be more easily learned, effective understanding of content is not the same for all students.Most teachers still in the illusion of his students will present a similar performance in school, at the same time stipulated by the school to learn a particular school subject. They forget their differences and specificities. Though they know that students are separate from each other, fighting for the process to make the same school. And aim to expect at each grade level, cycle, level of education that students reach a preset pattern of school performance. This eagerness to level the student, a second model, invariably leads to exclusion from school, not only for students with severe intellectual disabilities, but also those that may be difficult or even a disability that prevents them from learning, as expected of all .Students with learning disabilities, especially severe cases, are forcing the school to recognize the inadequacy of their practices to meet students' differences.In fact, the conventional school practices do not keep pace with intellectual disabilities in all its manifestations, and are not suitable for different ways to students without any disability, address and understand a knowledge according to their capabilities. These practices need to be urgently reviewed, because in general, they are marked by conservatism are mutually exclusive and, as seen, unavailable for students who have today in schools, at all levels.Among these practices, is the current form of assessment of learning, which is the oldest and most inefficient and needs to be changed. You can no longer categorize school performance by instruments and measures arbitrarily established by the school. This mode of assessment has been the great support of those who defend the school divided into regular and special, because it is based on these assessments, among others, that a student is considered suitable or not to attend one of these modes of teaching, especially when comes to students with learning disabilities.We know today that the deficiencies can not be measured and defined by themselves and through the sole, evaluation and educational devices, medical and psychological well known.We need to take into account. Situation of disability., Ie, the condition that results from the interaction between the person and the characteristics of the environments in which it is inserted temporarily or permanently. This new concept of the World Health Organization (WHO) emphasizes the principles of inclusive transformation of the living environments of people in general, including education, so they can be tailored to address specific circumstances of permanent and humans. According to this concept, when you want to know the reasons for success or failure in learning school subjects, we must also examine the education you were taught!All students should be evaluated by the progress they have achieved in different areas of knowledge and from their talents and potential, natural abilities and construction of all types of school knowledge. Remember that LDBEN gives wide latitude to schools on how to evaluate, without the slightest need to be kept the usual methods.Students with learning disabilities are naturally absorbed into regular education classes mainstream schools who already work from these new ways of doing pedagogically, as will be shown below, in part of this document devoted to pedagogical orientations.
Finally, it is important to note that there are no ready recipes to suit every educational need of students with disabilities that nature can produce.There are thousands of children and adolescents whose needs are almost unique in the world. Thus, it is expected that the school, to open doors for these students, ask and guide professionals with education and health on the specifics and tools for that student find there an adequate environment, without discrimination and that gives you the biggest and best learning possible.
This seems to be the biggest problem of inclusion of people with disabilities in regular schools.We believe, however, it is also more a provocation to the transformation and improvement of school education as a whole.The Federal Constitution states that should be guaranteed to all students the right of access to higher levels of education, research and artistic creation according to individual capacity (art. 208, V) and the Elementary School . complete. is required. Therefore, it is undeniable that the practice of teaching must accommodate the peculiarities of each student, regardless of whether they have disabilities. But that is not what schools have done and this is the big key to that school for people with mental retardation can happen, and successfully, in regular classes in regular education.The traditional labels and divisions of students in homogeneous classes apparently are not guarantees of learning. Although these classes school content seem to be more easily learned, effective understanding of content is not the same for all students.Most teachers still in the illusion of his students will present a similar performance in school, at the same time stipulated by the school to learn a particular school subject. They forget their differences and specificities. Though they know that students are separate from each other, fighting for the process to make the same school. And aim to expect at each grade level, cycle, level of education that students reach a preset pattern of school performance. This eagerness to level the student, a second model, invariably leads to exclusion from school, not only for students with severe intellectual disabilities, but also those that may be difficult or even a disability that prevents them from learning, as expected of all .Students with learning disabilities, especially severe cases, are forcing the school to recognize the inadequacy of their practices to meet students' differences.In fact, the conventional school practices do not keep pace with intellectual disabilities in all its manifestations, and are not suitable for different ways to students without any disability, address and understand a knowledge according to their capabilities. These practices need to be urgently reviewed, because in general, they are marked by conservatism are mutually exclusive and, as seen, unavailable for students who have today in schools, at all levels.Among these practices, is the current form of assessment of learning, which is the oldest and most inefficient and needs to be changed. You can no longer categorize school performance by instruments and measures arbitrarily established by the school. This mode of assessment has been the great support of those who defend the school divided into regular and special, because it is based on these assessments, among others, that a student is considered suitable or not to attend one of these modes of teaching, especially when comes to students with learning disabilities.We know today that the deficiencies can not be measured and defined by themselves and through the sole, evaluation and educational devices, medical and psychological well known.We need to take into account. Situation of disability., Ie, the condition that results from the interaction between the person and the characteristics of the environments in which it is inserted temporarily or permanently. This new concept of the World Health Organization (WHO) emphasizes the principles of inclusive transformation of the living environments of people in general, including education, so they can be tailored to address specific circumstances of permanent and humans. According to this concept, when you want to know the reasons for success or failure in learning school subjects, we must also examine the education you were taught!All students should be evaluated by the progress they have achieved in different areas of knowledge and from their talents and potential, natural abilities and construction of all types of school knowledge. Remember that LDBEN gives wide latitude to schools on how to evaluate, without the slightest need to be kept the usual methods.Students with learning disabilities are naturally absorbed into regular education classes mainstream schools who already work from these new ways of doing pedagogically, as will be shown below, in part of this document devoted to pedagogical orientations.
Finally, it is important to note that there are no ready recipes to suit every educational need of students with disabilities that nature can produce.There are thousands of children and adolescents whose needs are almost unique in the world. Thus, it is expected that the school, to open doors for these students, ask and guide professionals with education and health on the specifics and tools for that student find there an adequate environment, without discrimination and that gives you the biggest and best learning possible.
Pedagogical orientations
Education is also where we decide whether we love our children enough not to expel them from our world and leave them to their own resources or, pull your hands the opportunity to launch something new and unexpected for us, preparing them instead and in advance for the task of renewing a common world.
The challenge of inclusion
Inclusion is a challenge, to be met adequately by the school common causes to improve the quality of Basic Education and Higher, as for students with and without disabilities can exercise the right to education in its fullness, it is essential that school enhance their practices in order to accommodate the difference. This enhancement is necessary, otherwise the educational experience for students to pass it without taking advantage of the desirable, and a committed time is valuable and irreversible in their lives: the time of development.The transformation of the school is not therefore a mere requirement of school inclusion of people with disabilities and / or learning difficulties. Therefore, it should be seen as an engagement of schools, which will include as a consequence.Changing the school is facing a task that requires work on many fronts. Highlight the changes that we consider paramount, so you can turn the school toward a quality education and, consequently, inclusive.We must act urgently putting learning as the focus of schools, because school was made to make all students learn, time and conditions to ensure that everyone can learn according to the profile of eachand reproving a repetition, ensuring specialized educational services, preferably in the school common regular school system, making room for cooperation, dialogue, solidarity, creativity and critical thinking are exercised in schools by teachers, administrators, staff and students, they are minimal skills for the exercise of true citizenship; stimulating, constantly forming and valuing the teacher, who is responsible for the basic task of the school - the students' learning.
Education is also where we decide whether we love our children enough not to expel them from our world and leave them to their own resources or, pull your hands the opportunity to launch something new and unexpected for us, preparing them instead and in advance for the task of renewing a common world.
The challenge of inclusion
Inclusion is a challenge, to be met adequately by the school common causes to improve the quality of Basic Education and Higher, as for students with and without disabilities can exercise the right to education in its fullness, it is essential that school enhance their practices in order to accommodate the difference. This enhancement is necessary, otherwise the educational experience for students to pass it without taking advantage of the desirable, and a committed time is valuable and irreversible in their lives: the time of development.The transformation of the school is not therefore a mere requirement of school inclusion of people with disabilities and / or learning difficulties. Therefore, it should be seen as an engagement of schools, which will include as a consequence.Changing the school is facing a task that requires work on many fronts. Highlight the changes that we consider paramount, so you can turn the school toward a quality education and, consequently, inclusive.We must act urgently putting learning as the focus of schools, because school was made to make all students learn, time and conditions to ensure that everyone can learn according to the profile of eachand reproving a repetition, ensuring specialized educational services, preferably in the school common regular school system, making room for cooperation, dialogue, solidarity, creativity and critical thinking are exercised in schools by teachers, administrators, staff and students, they are minimal skills for the exercise of true citizenship; stimulating, constantly forming and valuing the teacher, who is responsible for the basic task of the school - the students' learning.
2.How to teach the whole class?
Teaching practices that help teachers teach students in the same class, touching everyone, despite their differences? Or, how to create educational environments capable of teaching all students? Teaching non-disciplinary or disciplinary teaching?Schools open to differences and able to teach the whole class require a redefinition and a complete reorganization of the teaching and learning unusual, because you can not fit a new design in an array of old school design.To improve the quality of teaching and able to work with differences in classrooms, we must face the challenges of school inclusion, without avoiding the causes of failure and exclusion. Moreover, it is necessary to disregard the suggested workarounds for this purpose.The measures usually needed to combat the exclusion does not promote change. Instead, aim to further neutralize the imbalances created by the heterogeneity of the classes that empower them, until they become unsustainable, forcing, in fact, schools to seek new educational paths that meet the plurality of students.
While teachers persist in Basic Education:Propose collective works, which are nothing more than individual activities carried out while the class, teaching with emphasis on the programmatic content of the series, to adopt the textbook as an exclusive tool of guidance curriculum; serve up sheet mimeographed or Xeroxed for all the students meet at the same time answering the same questions with the same answers, propose projects totally unrelated work experiences and interests of students, which only serve to demonstrate the compliance of the pseudo-innovations to teachers, organize piecemeal employment time of the school day to display the content of this or that tight discipline and other expedients of the classroom routine, consider the final test as decisive in evaluating the student's academic performance, we will not be able to teach the whole class recognizing the differences in school.The practices listed make up the familiar old school for some students, and for some students at times, in some disciplines, activities and classroom situations.Thus, the exclusion perpetuates and spreads, reaching all students, not just those with a greater difficulty learning or a specific disability. Because in every classroom there are always students who reject proposals for school work decontextualized, meaningless and intellectual appeal. There are always those who protested in their own way against a teaching that challenges them and does not meet your personal interests and motivations.The teaching for some discipline is ideal for generating, competition, discrimination, prejudice and to categorize them. Good. and. bad. students, by criteria that are generally unfounded.But the education for all challenges the education system, the school community and a whole network of people, which include a living and dynamic movement to make an education that takes the present time as an opportunity to change. Some. in. all. of. discrimination and prejudice. in. recognize and respect differences .. It is a teaching that places the student as the focus of all educational activities and allows everyone involved the continual discovery of self and other, filled with meaning knowledge / taste of education.Even today, the conservative view prevails that quality schools are filling the heads of students with dates, formulas, concepts juxtaposed, fragmented. The quality of education results in superior overvaluation of academic content at all levels. Undoubtedly, the curriculum content is important, but is not the only aspect that should be expected of a quality education, especially when we are talking about the early stages of basic education: early childhood education and elementary school.The idea persists that the quality of schools considered are those that focus on learning syllabus of different courses exclusively, emphasizing the cognitive development of students and assessing, quantifying standard replies. Their practices recommend oral exposure, repetition, memorization, training, the bookish, the denial of the value of the error. Are those schools that are always preparing students for the future: this is the next series to be course, level of education or vestibular later!Instead, a school is distinguished by a quality education can train people in the standards required by a more evolved society and humanitarian. When students can approach each other, treating academic content as a means to better understand the world and people around us as partners and have families and the community in preparing and carrying out of the school project.The teaching inclusive guided by the common national basis (LDBEN) and evaluates the non-disciplinary education, whose teaching is characterized by the formation of networks of knowledge and meanings as opposed to only curriculum content, and finished ready-truths, listed series in school programs, integration of knowledge resulting from the transversal curriculum and is opposed to the passive consumption of information and knowledge without sentido.descoberta, inventiveness and autonomy of the subject in the conquest of knowledge; environments polysemic, favored by subjects of study starting from the Indeed, the social and cultural identity of students against the whole emphasis on the primacy of the statement and divorced from social practice against the emphasis on knowledge for knowledge.In education for all and quality, educational activities are guided by solidarity, collaboration, sharing of educational process with all who are directly or indirectly involved in it.
Teaching practices that help teachers teach students in the same class, touching everyone, despite their differences? Or, how to create educational environments capable of teaching all students? Teaching non-disciplinary or disciplinary teaching?Schools open to differences and able to teach the whole class require a redefinition and a complete reorganization of the teaching and learning unusual, because you can not fit a new design in an array of old school design.To improve the quality of teaching and able to work with differences in classrooms, we must face the challenges of school inclusion, without avoiding the causes of failure and exclusion. Moreover, it is necessary to disregard the suggested workarounds for this purpose.The measures usually needed to combat the exclusion does not promote change. Instead, aim to further neutralize the imbalances created by the heterogeneity of the classes that empower them, until they become unsustainable, forcing, in fact, schools to seek new educational paths that meet the plurality of students.
While teachers persist in Basic Education:Propose collective works, which are nothing more than individual activities carried out while the class, teaching with emphasis on the programmatic content of the series, to adopt the textbook as an exclusive tool of guidance curriculum; serve up sheet mimeographed or Xeroxed for all the students meet at the same time answering the same questions with the same answers, propose projects totally unrelated work experiences and interests of students, which only serve to demonstrate the compliance of the pseudo-innovations to teachers, organize piecemeal employment time of the school day to display the content of this or that tight discipline and other expedients of the classroom routine, consider the final test as decisive in evaluating the student's academic performance, we will not be able to teach the whole class recognizing the differences in school.The practices listed make up the familiar old school for some students, and for some students at times, in some disciplines, activities and classroom situations.Thus, the exclusion perpetuates and spreads, reaching all students, not just those with a greater difficulty learning or a specific disability. Because in every classroom there are always students who reject proposals for school work decontextualized, meaningless and intellectual appeal. There are always those who protested in their own way against a teaching that challenges them and does not meet your personal interests and motivations.The teaching for some discipline is ideal for generating, competition, discrimination, prejudice and to categorize them. Good. and. bad. students, by criteria that are generally unfounded.But the education for all challenges the education system, the school community and a whole network of people, which include a living and dynamic movement to make an education that takes the present time as an opportunity to change. Some. in. all. of. discrimination and prejudice. in. recognize and respect differences .. It is a teaching that places the student as the focus of all educational activities and allows everyone involved the continual discovery of self and other, filled with meaning knowledge / taste of education.Even today, the conservative view prevails that quality schools are filling the heads of students with dates, formulas, concepts juxtaposed, fragmented. The quality of education results in superior overvaluation of academic content at all levels. Undoubtedly, the curriculum content is important, but is not the only aspect that should be expected of a quality education, especially when we are talking about the early stages of basic education: early childhood education and elementary school.The idea persists that the quality of schools considered are those that focus on learning syllabus of different courses exclusively, emphasizing the cognitive development of students and assessing, quantifying standard replies. Their practices recommend oral exposure, repetition, memorization, training, the bookish, the denial of the value of the error. Are those schools that are always preparing students for the future: this is the next series to be course, level of education or vestibular later!Instead, a school is distinguished by a quality education can train people in the standards required by a more evolved society and humanitarian. When students can approach each other, treating academic content as a means to better understand the world and people around us as partners and have families and the community in preparing and carrying out of the school project.The teaching inclusive guided by the common national basis (LDBEN) and evaluates the non-disciplinary education, whose teaching is characterized by the formation of networks of knowledge and meanings as opposed to only curriculum content, and finished ready-truths, listed series in school programs, integration of knowledge resulting from the transversal curriculum and is opposed to the passive consumption of information and knowledge without sentido.descoberta, inventiveness and autonomy of the subject in the conquest of knowledge; environments polysemic, favored by subjects of study starting from the Indeed, the social and cultural identity of students against the whole emphasis on the primacy of the statement and divorced from social practice against the emphasis on knowledge for knowledge.In education for all and quality, educational activities are guided by solidarity, collaboration, sharing of educational process with all who are directly or indirectly involved in it.
Finally
To teach the whole class, it starts from sure that children always know something that every student can learn, but time and in the way of its own. It is essential that the teacher nurtures a high expectation by the student. The success of learning is to explore talents, upgrade possibilities, develop natural predispositions of each student.The difficulties, shortcomings and limitations must be recognized, but should not drive or restrict the teaching process, as usual.Regardless of differences in each student, we have to move from one school to a transmissive active pedagogy, dialogic and interactive, which is opposed to any unidirectional view, transfer unit, and hierarchical saber.Para individualized teaching the whole class the teacher does not use the talk, copy and dictate how teaching basic educational resources. He shares the building with his students / authorship of the knowledge gained in a classroom, restricting the use of expository teaching. In the classroom students begin to interact and actively build concepts, values and attitudes.This teacher arranges and explores the educational activities with their students, seeking to understand what each one can grasp what is being studied and how to proceed forward in this exploration.Certainly a teacher who generates and participates in the walk of knowledge with their students can better understand the difficulties and possibilities of each and the construction of knowledge lead to greater adaptation.One of the crucial points of teaching the whole class is the consideration of socio-cultural identity and appreciation of students' ability to understand that they each have of the world and themselves. In this sense, teach all reaffirms the need to promote learning situations to form a multicolored fabric of knowledge, whose wires express different possibilities of interpretation and understanding of a group of people acting cooperatively.The different meanings that students attribute to an object of study and their representations will be expanding and connecting and revealing little by little, an original construction of ideas that integrates the contributions of each, always welcome, valid and relevant .The differences between ethnic, religious, gender and so on. entails a mode of interaction between them, which highlights the peculiarities of each generating course, battles necessary to establish the identity of students.The teacher in this context does not aim to eliminate differences in favor of a supposed equality of the students. First, be aware of the uniqueness of the voices that make up the class, promoting the exposure of ideas and contrasting them all the time, leading to critical positions and fighting for a democratic education themselves.Without establishing a reference, without seeking consensus, but investing in the differences and the richness of an environment that confronts meanings, desires and experiences, the teacher provides for freedom of opinion and diversity of students. It should provide opportunities for students to learn from that and get to know where he was able to progress.We learn when we solve our doubts, we overcome our uncertainties and satisfy our curiosity.
To teach the whole class, it starts from sure that children always know something that every student can learn, but time and in the way of its own. It is essential that the teacher nurtures a high expectation by the student. The success of learning is to explore talents, upgrade possibilities, develop natural predispositions of each student.The difficulties, shortcomings and limitations must be recognized, but should not drive or restrict the teaching process, as usual.Regardless of differences in each student, we have to move from one school to a transmissive active pedagogy, dialogic and interactive, which is opposed to any unidirectional view, transfer unit, and hierarchical saber.Para individualized teaching the whole class the teacher does not use the talk, copy and dictate how teaching basic educational resources. He shares the building with his students / authorship of the knowledge gained in a classroom, restricting the use of expository teaching. In the classroom students begin to interact and actively build concepts, values and attitudes.This teacher arranges and explores the educational activities with their students, seeking to understand what each one can grasp what is being studied and how to proceed forward in this exploration.Certainly a teacher who generates and participates in the walk of knowledge with their students can better understand the difficulties and possibilities of each and the construction of knowledge lead to greater adaptation.One of the crucial points of teaching the whole class is the consideration of socio-cultural identity and appreciation of students' ability to understand that they each have of the world and themselves. In this sense, teach all reaffirms the need to promote learning situations to form a multicolored fabric of knowledge, whose wires express different possibilities of interpretation and understanding of a group of people acting cooperatively.The different meanings that students attribute to an object of study and their representations will be expanding and connecting and revealing little by little, an original construction of ideas that integrates the contributions of each, always welcome, valid and relevant .The differences between ethnic, religious, gender and so on. entails a mode of interaction between them, which highlights the peculiarities of each generating course, battles necessary to establish the identity of students.The teacher in this context does not aim to eliminate differences in favor of a supposed equality of the students. First, be aware of the uniqueness of the voices that make up the class, promoting the exposure of ideas and contrasting them all the time, leading to critical positions and fighting for a democratic education themselves.Without establishing a reference, without seeking consensus, but investing in the differences and the richness of an environment that confronts meanings, desires and experiences, the teacher provides for freedom of opinion and diversity of students. It should provide opportunities for students to learn from that and get to know where he was able to progress.We learn when we solve our doubts, we overcome our uncertainties and satisfy our curiosity.
EXCERPT OF THE CONSTITUTION AND LAW (my emphasis)
IV. THE RIGHT TO EDUCATION OF SPECIAL GUESTSWITH DISABILITIESAccording to art. 208, III, of the Federal Constitution of 1988, the State's duty to education is effective, among others, by ensuring specialized educational services to persons with disabilities.In order to comply with this determination, the legislature issued the Law No. 7.853/89 and 9.394/96, whose devices shall be: Law, priority and appropriate treatment, designed to facilitate, without prejudice to others, the following measures:I - in education:a) the inclusion in the educational system of Special Education as modal age education covering early education, pre-school, the 1st and 2nd degrees, theSupplementary, the Vocational Rehabilitation, with curricula, graduation requirements and steps of its own;b) the insertion in this system of education, special schools, private and public;c) supply, free and compulsory, Special Education in a public school, [. . . ]e) access for students with disabilities to the benefits conferred to the other student, including school supplies, school lunches and scholarships;f) mandatory enrollment in regular courses of public and private persons with disabilities can join the regular school system.V - access to higher levels of education, research and artistic creation, according to the capacity of each;III - appropriately qualified teachers in high school or higher to specialized care, as well as regular education teachers trained in the integration of learners in ordinary classes;a) METHODS AND FITNESS FOR CURRICULAEDUCATION (Art. 59, I, Law 9394/96) - education institutions must adapt their curricula and teaching methods in order to include people with disabilities. Therefore, it is necessary to adapt the teaching techniques required according to the specific disability of each student.c) LESS TIME OF COMPLETION for the gifted (art. 4, V, Law 9394/96) - education institutions should also enable the students fit the profile of gifted students can complete in less time your school program. According to some experts, 5% of the population has academic skills well above average, whose talents be lost for lack of incentive and lack of adequate preparation of teachers to deal with.d) SPECIALIST TEACHERS (Article 59, III, Law 9394/96) - It is necessary to further that educational institutions maintain on its staff qualified teachers to implement the special education system, either by offering specialized course for those who already integrate its staff, either by hiring new professionals trained in the integration of students in regular classes.
V. IMMEDIATE APPLICABILITY OF FUNDAMENTAL RIGHTSFundamental rights, such as musty, are endowed with precepts normative force and able to produce concrete effects regramento matter further. In this sense, are the words of art. 5, § 1, of the Federal Constitution, by providing that the provisions defining the rights and guarantees are applicable immediately.As asserted, is of extreme doubt that the constitutional right to special education is a fundamental right and should be, and thus secure the exercise thereof, being dispensed with any kind of regulation.Commenting on the art. 208, III, of the Constitution.The defining constitutional rights fall within the conceptual scheme depicted above, namely: legal duty violability and pretense.From these results, therefore, to its beneficiaries - the holders of rights - legal situations immediately enjoyable, to be materialized in positive or negative benefits. Such benefits are payable from the State or any potential recipient of the standard (legal duty) and, if not delivered spontaneously (violation of the right), give the holder the right to postulate the possibility of meeting them (claims), including, especially through a lawsuit.
IV. THE RIGHT TO EDUCATION OF SPECIAL GUESTSWITH DISABILITIESAccording to art. 208, III, of the Federal Constitution of 1988, the State's duty to education is effective, among others, by ensuring specialized educational services to persons with disabilities.In order to comply with this determination, the legislature issued the Law No. 7.853/89 and 9.394/96, whose devices shall be: Law, priority and appropriate treatment, designed to facilitate, without prejudice to others, the following measures:I - in education:a) the inclusion in the educational system of Special Education as modal age education covering early education, pre-school, the 1st and 2nd degrees, theSupplementary, the Vocational Rehabilitation, with curricula, graduation requirements and steps of its own;b) the insertion in this system of education, special schools, private and public;c) supply, free and compulsory, Special Education in a public school, [. . . ]e) access for students with disabilities to the benefits conferred to the other student, including school supplies, school lunches and scholarships;f) mandatory enrollment in regular courses of public and private persons with disabilities can join the regular school system.V - access to higher levels of education, research and artistic creation, according to the capacity of each;III - appropriately qualified teachers in high school or higher to specialized care, as well as regular education teachers trained in the integration of learners in ordinary classes;a) METHODS AND FITNESS FOR CURRICULAEDUCATION (Art. 59, I, Law 9394/96) - education institutions must adapt their curricula and teaching methods in order to include people with disabilities. Therefore, it is necessary to adapt the teaching techniques required according to the specific disability of each student.c) LESS TIME OF COMPLETION for the gifted (art. 4, V, Law 9394/96) - education institutions should also enable the students fit the profile of gifted students can complete in less time your school program. According to some experts, 5% of the population has academic skills well above average, whose talents be lost for lack of incentive and lack of adequate preparation of teachers to deal with.d) SPECIALIST TEACHERS (Article 59, III, Law 9394/96) - It is necessary to further that educational institutions maintain on its staff qualified teachers to implement the special education system, either by offering specialized course for those who already integrate its staff, either by hiring new professionals trained in the integration of students in regular classes.
V. IMMEDIATE APPLICABILITY OF FUNDAMENTAL RIGHTSFundamental rights, such as musty, are endowed with precepts normative force and able to produce concrete effects regramento matter further. In this sense, are the words of art. 5, § 1, of the Federal Constitution, by providing that the provisions defining the rights and guarantees are applicable immediately.As asserted, is of extreme doubt that the constitutional right to special education is a fundamental right and should be, and thus secure the exercise thereof, being dispensed with any kind of regulation.Commenting on the art. 208, III, of the Constitution.The defining constitutional rights fall within the conceptual scheme depicted above, namely: legal duty violability and pretense.From these results, therefore, to its beneficiaries - the holders of rights - legal situations immediately enjoyable, to be materialized in positive or negative benefits. Such benefits are payable from the State or any potential recipient of the standard (legal duty) and, if not delivered spontaneously (violation of the right), give the holder the right to postulate the possibility of meeting them (claims), including, especially through a lawsuit.
