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Comparative Study of School Inclusion Policy School for Students with Physical Disabilities in Three Brazilian Municipalities

PDF (Português)

Published: 2015-03-16

Authors

Emanuele Teixeira Andrade

Universidade Federal de São Carlos

Enicéia Gonçalves Mendes

Universidade Federal de São Carlos

Keywords: school inclusion; physical disability; learning barriers

Abstract

In recent years, the studies related to the efficiency and practices based on educational inclusion policies have shown controversial results. Besides that, studies are focused on singular experiences, and unable to evaluate in large-scale the impact of these educational policies in schools. The present study aimed to investigate and compare the barriers faced by the students with physical disabilities who are being educated in public schools in three different municipalities. The participants were 24 students with physical disabilities, aged from 7 to 16 years, who were enrolled in regular schools of three different municipalities (A, B, and C). For data collection, a set of interviews for the school context written by Scots, translated and adapted to Brazilian reality researchers was used. The results indicated variations in the number and types of barriers, according to the municipalities, and that in general the policies were well evaluated by these students with physical disabilities, considering the 16 indicators analyzed. However, there were notable differences among the three municipalities, and even in the better evaluated municipality, the qualitative analysis of the students reports allowed to identify and exemplify the remaining barriers. The importance is discussed for the school inclusion policy in making the systems responsible to advance removing of all the barriers identified by the students, and not just intervention in those that are more economically viable. 

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Author Biographies

Emanuele Teixeira Andrade

Universidade Federal de São Carlos

Graduação em Terapia Ocupacional pela Universidade Federal de São Carlos (2004). Tem experiência na área de Terapia Ocupacional, com ênfase em Reabilitação Física. Mestre em Educação Especial pela Universidade Federal de São Carlos (2009). Prefeitura Municipal de Catalão.  

Enicéia Gonçalves Mendes

Universidade Federal de São Carlos

Graduação em Psicologia pela Universidade de São Paulo (1982), mestre em Educação Especial pela Universidade Federal de São Carlos (1987), doutorado em Psicologia pela Universidade de São Paulo (1995), docente do Departamento de Psicologia e Programa de Pós-Graduação em Educação Especial da Universidade Federal de Sao Carlos. Presidente da Associação Brasileira de Pesquisadores em Educação Especial (ABPEE). Bolsista de Produtividade nível 1C do CNPq. Coordena os grupos de pesquisa “Formação de Recursos Humanos em Educação Especial “(GP-Foreesp)” e “Observatório Nacional de Educação Especial” (Oneesp) e desenvolve projetos financiados pela CAPES e CNPq. 

PDF (Português)

Published: 2015-03-16

How to Cite

Andrade, E. T., & Mendes, E. G. (2015). Comparative Study of School Inclusion Policy School for Students with Physical Disabilities in Three Brazilian Municipalities. Education Policy Analysis Archives, 23, 32. https://doi.org/10.14507/epaa.v23.1630