Interface between EJA and Special Education: the teacher and the inclusion of young people and adults with intellectual disabilities

Main Article Content

Abstract

This study aimed to understand the scope of teaching practices and working conditions of an adult education teacher of students with intellectual disabilities enrolled in evening special education programs at the elementary schools.  The study was qualitative in nature, with characteristics of case study methodology. Data for the study were derived from semi-structured interviews, which respond adequately to our research goals. Results of the analysis point to the precarious work conditions of teachers of adult education and how this instability involves the organization and planning of curricula for students, including those with intellectual disabilities.

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How to Cite
Freitas, M. A. de S., & Campos, J. A. de P. P. (2014). Interface between EJA and Special Education: the teacher and the inclusion of young people and adults with intellectual disabilities. Education Policy Analysis Archives, 22, 85. https://doi.org/10.14507/epaa.v22n85.2014
Section
Educação especial: diferenças, currículo e processos de ensino e aprendizagem
Author Biographies

Mariele Angélica de Souza Freitas, Universidade Federal de São Carlos

Pedagoga pela Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP e Mestre em Educação Especial pela Universidade Federal de São Carlos – UFSCar. 

 

Juliane Ap. de Paula Perez Campos, Universidade Federal de São Carlos (UFSCar)

Doutora em Educação Especial.

Docente do Departamento de Psicologia.

Programa de Pós-Graduação em Educação Especial.

Licenciatura em Educação Especial.

Universidade Federal de São Carlos. (UFSCar)