Summary
Highlights
Rogéria, a pedagogue from the Special Education Department of SMMED, welcomes attendees to the online public consultation for managers of Araucária's municipal education network. She introduces the department's structure, which is divided into two teams: one within SMMED and another for psycho-educational evaluation. The director is Raquel Terezinhas Anom Beuniac. Rogéria details the team members, including pedagogues, administrative assistants, and specialists in various fields like TGD, Joelma, Visual, and Deafness, as well as those supporting multifunctional resource rooms and the psycho-educational evaluation team, including psychologists and an educator.
The presentation defines inclusive education as a pedagogical approach ensuring learning rights for all children and students, regardless of their physical, intellectual, social, cultural, or emotional conditions. It emphasizes principles like respect for diversity, equal opportunities, active participation, and the elimination of barriers. The target audience for special education, as per Article 58 of LDB and the Brazilian Law for Inclusion (LBI), includes babies, children, and students with disabilities, global developmental disorders, and high abilities or giftedness. Autism Spectrum Disorders (ASD) have been recognized as a disability since the Berenice Piana Law of 2012.
The video discusses various barriers to inclusion in the municipal context. These include attitudinal barriers (prejudice, stigma, lack of information, resistance to inclusion), architectural barriers (inaccessible infrastructure in public buildings, streets, and schools), pedagogical barriers (rigid curricula, lack of teacher training, absence of resources), communication barriers (lack of interpreters, accessible materials, and assistive technologies), technological barriers (inaccessible digital platforms, lack of equipment), and educational barriers (fragmented or non-existent public policies for effective inclusion). The LBI also defines different types of accessibility: architectural, urban, transport, communication, digital, and attitudinal, highlighting that accessibility goes beyond ramps and adapted elevators.
Curricular adaptation is described as ensuring teaching by redesigning curricula according to individual needs of each student. This redesign, focused on providing necessary support, aims to guarantee access, permanence, participation, and learning. Assistive technology (or technical aids), as defined by LBI, encompasses products, equipment, devices, resources, methodologies, strategies, practices, and services designed to promote functionality, autonomy, independence, and quality of life for people with disabilities, thereby fostering social inclusion. Examples include configuring computers for visually impaired users or voice-controlled mice for individuals with limited hand mobility.
Specialized Educational Services (AEe) are complementary and supplementary to regular education, targeting students with disabilities, ASD, high abilities, or giftedness. Its goal is to eliminate barriers, organize pedagogical and accessibility resources, promote autonomy, and complement regular education, often taking place during counter-shift hours. In the municipality, AEe is organized in multifunctional resource rooms and Municipal Centers for Specialized Educational Services (Cais). There are 13 multifunctional resource rooms in ECEs and 32 schools, and four Cais (TGD, Joelma, Visual, Deafness). Professional support (teachers, interns, caregivers) and itinerant teachers play crucial roles. The presentation briefly reviews important legal frameworks for inclusive education, such as the Federal Constitution (1988), LDB (1996), PNE (2014), ECA (1990), LBI (2015), and specific decrees and resolutions.
The video details the process for enrolling students with diagnoses (medical reports, psychological evaluations) in AEe via the IPM system. Documents required for enrollment include the student's CPF, birth certificate, parents' personal documents, proof of address, and a contact number. It's crucial to ensure nominal identification for all documents. The process involves sending the documentation to SMMED's process reception. Once received, the department analyzes the documents weekly in an internal meeting to determine the appropriate placement (resource room or CMAE). Families are then notified, and the IPM system is updated with placement information, emphasizing the importance of monitoring the process. Case studies are conducted after enrollment and the student's initial attendance at AEe, with a new document for this process to be released soon.
Mediation requests from educational units should be formalized via IPM, including student's name, class, shift, AEe attended, names of teachers (from both the unit and AEe), previous school referrals, and the objective of the mediation. This information helps in organizing appropriate and assertive mediation. The request for a collaborative inclusion support professional requires a case study, following Instructional Normative 11/2022, filled out collaboratively by all educational unit professionals, AEe professionals, and family members. This request is sent via memorando through IPM to the Municipal Education Secretariat. Pedagogical documents composing AEe include a descriptive report from the AEe professional, an individualized educational plan (IPEN), teacher's planning, initial family interview, schedule, and case study. Even if a child doesn't need a support professional, a case study is essential for understanding needs and identifying barriers.
Document models, training materials, psycho-educational evaluations, and action plans for 2025 are available on shared drives. The video concludes by emphasizing the importance of updating the 2025 student relationship table weekly. Key columns to update include whether the student is included (M), if they attend AEe and which one (O), the type of support needed (intern, teacher, caregiver) (P), and the name of the support professional (Q). The consolidated data sheet, which aggregates this information, is generated automatically and helps in overseeing the educational unit's situation, but it is not editable.