Specialized Educational Service (SES) in the period of COVID-19 pandemic

Finding alternatives in the face of suspension of classroom classes

Abstract

With the pandemic that took place in mid-March of 2020 and extends to 2021, teachers of the Specialized Educational Service (SES) began to think of strategies to continue offering SES actions to students with disabilities, even in times of adversity. It is in this sense that this article aims to reveal the strategies used so that inclusion continues to take place in this period of social isolation as a result of the COVID-19 pandemic. For this, the guiding question that permeates this work asks the following: What strategies and technological resources can we use to continue mediating the learning of these children? Thinking about a methodology that highlights and firm the events, this essay makes use of field research considering that, this type of research aims to observe facts and phenomena as they occur from the target audience of special education that are attended by the SES. For this, a questionnaire will be carried out where the SES teachers and families will answer questions regarding the strategies used in times of social isolation. As a result, we note the importance of continuing to idealize and carry out practices for the construction of an inclusive society, and this requires reflections, adaptations, and flexibility, in order to promote a more effective and quality inclusive education.