Teaching perceptions on the inclusion of people with disabilities at the Federal Institute of Espírito Santo (IFES)

Authors

DOI:

https://doi.org/10.15448/1981-2582.2023.1.44224

Keywords:

Inclusion policy, Federal Institutes, Teaching practice, Accessibility

Abstract

The inclusion of people with disabilities in the Federal Network for Professional Education has taken new directions with Law No. 13,409/2016, which provides for the reservation of places for this public. In this context, this study aims to analyze the extent to which teachers who work in technical courses at the high level of the Federal Institute of Espírito Santo (IFES) have evaluated this inclusive process, in addition to investigating whether there is adequate initial teacher training for care. To achieve the proposed objective, we applied 450 electronic questionnaires to the teachers of the institution’s regular classes. The results show that teachers still lack specific training to work with this public, as well as it is necessary to bring teachers closer to the work developed in the Centers for Assistance to People with Specific Needs (NAPNE). Finally, it is concluded that other paths need to be followed in the institution, mainly in the elaboration of a reception plan for students with special educational needs, who enter IFES annually. After all, there was a low frequency of training meetings with teachers, as well as the lack of specific teaching materials for this audience.

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Author Biographies

Bruno Galasso, National Institute of Education for the Deaf (INES), Rio de Janeiro, RJ, Brazil; Polytechnic of Porto - Portugal (IPP), Porto, Portugal.

PhD in Education from the University of São Paulo, in São Paulo, SP, Brazil; with a sandwich scholarship at the University of Minho, in Braga, Portugal, granted by the Eramus Mundus External Cooperation program (Emundus15); Master in Latin American Integration from the University of São Paulo (USP), in São Paulo, SP, Brazil with an internship at Harvard University (USA), Cambridge, MA, United States of America. Specialist in Planning, Implementation and Management of Distance Education from the Fluminense Federal University (UFF), in Niterói, RJ, Brazil. Master of Business Administration in Strategic and Economic Management in Projects from FGV, in São Paulo, SP, Brazil. Graduated in Pedagogy, Social Communication and Literature.

Graziani Mondoni Silva, Federal Institute of Espírito Santo – Centro-Serrano campus (IFES), Vitória, ES, Brazil

PhD in Geography from the Federal University of Espírito Santo, in Vitória, ES, Brazil; Master in Science and Mathematics Education (Educimat) and specialist in Information Technology in Education, both from the Federal Institute of Espírito Santo (IFES), in Vitória, ES, Brazil. Specialist in Inclusive Technological Professional Education, from the Federal Institute of Triangulo Mineiro (IFMT). Graduated in Geography (bachelor and full degree) from the Federal University of Espírito Santo (UFES). Effective teacher of Basic Technical and Technological Education at the Federal Institute of Espírito Santo - Centro-Serrano campus, ES, Brazil.

References

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Published

2023-11-24

How to Cite

Galasso, B., & Mondoni Silva, G. (2023). Teaching perceptions on the inclusion of people with disabilities at the Federal Institute of Espírito Santo (IFES). Educação, 46(1), e44224. https://doi.org/10.15448/1981-2582.2023.1.44224

Issue

Vol. 46 No. 1 (2023): Single Volume

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