A study on architectural accessibility and pedagogical practices in schools of the state school system

Abstract

School inclusion is set in our country since the 1988 constitution. Different documents were elaborated to guarantee the right to study with other pupils to the Target Audience of Special Education. Today, we have the 2008 National Policy of Special Education and the 2015 Brazilian Law of Inclusion, that supports this principle in national grounds. The state of São Paulo has a curriculum from 2008 that ensures the existence of inclusive schools for all students. Regarding only the Target Audience of Special Education, a diverse number of studies show the great difficulties of effecting a high quality inclusive education, those being the lack of resources, difficulty in curriculum adaptiveness, unprepared professionals and irregular architectural aspects in the environment. The goal with the study is analyzing the conditions of the education offered to Target Audience of Special Education pupils through inclusive indicatives considering the architectural aspects, available material and developed pedagogical practices. The participants will be: managers, special and regular education teachers, a sample from the classmates and a Target Audience of Special Education pupil from an elementary education state school from a city in São Paulo. The tools used to collect data will be an inclusive indicator observation guide in the education context; observing the school itinerary; interviews with school managers, special and regular education teachers and resources room teacher. The data will be collected through interviews and observation of pedagogical tactics used in a drawn classroom, looking into the relationship between pupils, pupil and teacher and teacher and pupils. It's expected that the results obtained by this research bring improvements in the condition of education for Target Audience of Special Education pupils.