Inclusive knowledge and practices about the most frequent learning disorders in the municipality of Venâncio Aires-RS

Abstract

Introduction: The present study aimed to analyze the knowledge that teachers of the final years of Elementary School of Venâncio Aires Municipal School of Education have about the main learning disorders that affect the students of this level of education. As well, to know the main difficulties encountered, the practices and pedagogical plans of success developed by these teachers. Methods: To do this, a search for primary data was carried out at the city’s Integrated Education and Health Center (CIES) to find out what are the main types of learning disorders that affect the students diagnosed there. Subsequently, a questionnaire was applied, with non-objective questions, to the teachers of the final years of the municipal network, related to the knowledge, practices and challenges of working with students who present some learning disorder. Results: It was found that the teachers of this study identify the types of learning disorder with which they work, but the lack of specific knowledge about the disorder, coupled with the insecurity generated by it, causes difficulties in the effective realization of pedagogical proposals that are consistent with reality found in the classroom. Several reasons were presented by the teachers for this to be happening, but mainly the lack of planning with teachers of the Specialized Educational Assistance and with the other teachers of final years. Conclusion: Knowing and understanding Inclusive Education and appropriating the knowledge that guides the learning disorders that affect the students are challenges for teachers, management teams and maintainer of the Venâncio Aires-RS municipal teaching network.