School inclusion and special education policies: the right to access, permanence and learning in paulistanas' municipal schools.

Abstract

This research is based on discussions about right to education and the state's role in school attendance of students with disabilities, pervasive developmental disorders and high ability/gifted ones. The main question of the study is: what are the implications of school inclusion to achieve the purposes of education, with emphasis on access to knowledge of the students with intellectual disability and autism. Its general objective is to analyze school trajectories of these students enrolled in the early years of São Paulo municipal elementary schools. For the field study, there will be selected schools from two regional department of education (Campo Limpo and Freguesia do Ó/Brasilândia) which have a significant number of students with these ratings for such a long time. The procedures to generate information includes use of documentary sources from the school, the common class and resource room, especially the pedagogical project, teaching plans and learning assessment tools; conducting semi-structured interviews with teachers from the common class, with enrollments of that public, and specialized ones responsible for the resource rooms; and observation of teaching practices in regular class and the specialized educational attendance, with special attention to those identified as learning assessment. The information gathered will be treated through content analysis and analyzed by comparison with the adopted theoretical framework, legislation and national and local guidelines. (AU)