FURTADO, C. S.; http://lattes.cnpq.br/9230156596137162; FURTADO, Cibele da Silva.
Abstract:
The multi-functional resource classroom is a place for individual and specialized care
for children with disabilities. lts creation has as main objective to provide the
educational needs of them. In Brazil, especially in our region , inclusive education
finds several obstacles to be effective in regular teaching. The lack of expert teachers
can be considered the greatest problem. However, government policies of inclusion
demand this kind of service be offered in ali schools. The inclusion of children with
special needs requires significant changes in the structure and working of schools
which implies in pedagogical training of teachers and family participation. This report
is a research about the real possibilities of inclusion in our context. We intend to
describe and analyze a school initiative from a multi-functional resource classroom.
The resource classroom of the E. M. E. F. Celina de Lima Montenegro was
established in 2009 and currently has 14 (fourteen) students enrolled. The dynamic
of work developed in these two years is due to attempts and errors, reading, studies
and a search, in a personal way, to guarantee the reception and cognitive
development of these students. The classroom works similarly of a regular one when
planning common activities for ali students. However, the difference is in the
performance when the group allows itself to respect the spaces and times of each
other. The climate of friendship and companionship prevails and results in visible
progress in writing, reading, oral communication and sociability of students. These
results can be observed in interviews took place with the students' families, in reports
of school personnel and in individual reports registered during the school year. Some
students attend regular classroom at school sporadically. They seem to prefer the
resources classroom. Therefore, on contrary to legislation, we believe that the multi-
functional resource classroom can be used in different ways and in different contexts,
especially where the lack of experts in the area is commonly used as an excuse for
not receiving special students.
