Teacher Preparation for Teaching Students with Disabilities: a case study in a Federal Teaching Institution

Abstract

Inclusive education is about providing the right to education for all. Thus, it becomes essential to prepare the teacher for the appropriate care for students with disabilities. The present study was developed with the objective of verifying the perception of the trainees of a specialization course in professional teaching in relation to the preparation to teach to students with disabilities. Therefore, the Curriculum Matrix of the course was analyzed to identify the curricular units that address educational inclusion. In addition, a survey was carried out with the 2020 graduates, through a questionnaire, in order to obtain their perception of the training received. The research is classified as qualitative-quantitative, through document analysis, survey, and case study. From the analysis of the data, it is possible to observe the acquisition of knowledge about the adaptation of assessment instruments for students with disabilities, as well as related to differentiated activities for specialized educational service (suitability of materials, alternative communication, and accessible computing). The results indicate that the course has sufficient training for future teachers to work with disabled students, although an expansion in the approach to the topic, workshop, practical activities, and other improvements would be well received.