Estratégias educacionais para o público-alvo da educação especial durante o período pandêmico em Salvador-BA

Abstract

The pandemic caused by COVID-19 led to the closure of schools and to ensure the maintenance of school activities different strategies were created. Thinking about monitoring of these activities by the target audience of special education (people with disability, with pervasive developmental disorders and with high abilities or giftedness), this research entitled Educational Strategies for the Target Audience of special education during the Pandemic Period in Salvador-Ba has the general objective reflect on educational strategies for the target audience of special education during the pandemic period in the city of Salvador, in the years 2020, 2021 and 2022. The objectives specific: Check the perceptions of members of the school community about the implementation of the proposed activities during the period of non-face-to-face classes and in their return. The research used a qualitative approach through a case study. They were semi-structured interviews were carried out with a manager, a Customer Service teacher Specialized Educational Unit (AEE), a common class teacher, a mother of a target audience student of special education and his son, a student at a network school municipality of Salvador. With the analysis of the results, we point out that the strategies carried out by SMED contributed little to the learning of PAEE students, during the suspension of in-person classes. The school where the research was carried out demonstrated concern for PAEE students, but closer actions are needed between the common room and AEE teacher. The school carried out successful activities with some students during the suspension of face-to-face classes and upon their return, however the change of the building and loss of the Multifunctional Resources Room (SRMs) represented barriers to the development of activities. Thus, we seek to contribute to the discussions about inclusive school education, sharing challenges and successful practices who can collaborate in the development of inclusive public educational policies.