A Sala de Recursos como suporte à Educação Inclusiva no Município do Rio de Janeiro: das propostas legais à prática cotidiana

Abstract

This research aimed to analyze the role of the Resource Classroom in the inclusive school daily routine, as a support network in the teaching-learning process of students with special educational needs, global developmental disorders and intellectual giftedness included in regular classrooms and the relations established between teachers that participate in this process. In this direction, it is important for the institution alongside the teacher of the Resource Classroom to design strategies and adaptations in order to assure a significant learning for these students. The main purpose of this work was to reflect on the role of the teacher of the Resource Classroom facing the process of educational inclusion of students with special educational needs and also the collaborative work between professionals of special education and general education To accomplish this purpose, a qualitative survey, with ethnographic approach was conducted and also participant observation in two Resource rooms, together with open and semi-structured interviews of special education teachers in charge of these rooms, other regular teachers, a Special Education Coordinator and document analysis. Data findings revealed that the service offered in these classrooms is favorable to the inclusion and enables the creation of effective partnerships between special and standard education teachers. They also demonstrated factors that represent obstacles to the real execution of the work and subsequent inclusion of the special needs student such as the excessive amount of students registered in regular classes and Resource Classrooms, the diversity of the student serviced by these rooms, what renders difficult teacher s specialization, the short amount of time assigned for planning and setting up of strategies, amongst others. However, the research concludes that the offering of Resource Classrooms is vital for the successful construction of a really inclusive educational system and is also important for the completion of partnerships between all professionals involved in the inclusion process