PEDAGOGICAL STRATEGIES FOR TEACHING AND LEARNING SCIENCE TO STUDENTS WITH INTELLECTUAL DISABILITIES: JOSÉ CASE

• DOI: https://doi.org/10.22533/at.ed.5584312414103

• Palavras-chave: Individualized Education Plan; Science Teaching; Intellectual Disability.

• Keywords: Individualized Education Plan; Science Teaching; Intellectual Disability.

• Abstract:

  One of the biggest challenges facing public schools today is to provide an inclusive and pluralistic environment, in which training paths have new intentions, based on the demands of the students, demystifying the production of a mechanical curriculum that strengthens inequalities. In view of the above, the aim of this paper is to report on pedagogical practices emerging in everyday school life, capable of promoting the inclusion of students with intellectual disabilities. The teaching experience took place in a municipal school in Maricá/RJ, in a 6th grade class. In this class, which was going through a transition between the primary and secondary school segments, there was a student, José, with an intellectual disability, who was 16 years old. The student was apathetic towards science lessons, which is why the aim was to reflect on the production of the IEP, as a plan for promoting an individualized educational process, through meetings between the agents involved in the process and case studies.  The methodology used was action research, which included stages of diagnosis, intervention and evaluation, enabling a parallel with the procedural construction of the IEP. With the collaborative proposal, it was observed that in addition to understanding how to work from an inclusive perspective, there was encouragement regarding choices so that individualized work could take place in an atmosphere that was welcoming of differences and respectful of diversity.