Autonomy of students with intellectual disabilities in the school context from the teachers’ perception.
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Abstract
This study has a qualitative approach, aims to examine teachers’ perceptions about the development of autonomy of students with intellectual disabilities in the school context. Questionnaires and the learning record protocol were used as data collection instruments. The participants were 15 teachers from the metropolitan region of Curitiba. The data were collected before (pre test) and after (post-test) a Continuing Education Program for Teachers - EPADI developed in the virtual learning environment by the Federal University of Paraná. The research design allowed a longitudinal analysis of changes in teachers’ perception about students’ autonomy. The data were analyzed using thematic content analysis. The teachers’ responses were categorized into themes related to autonomy, self-confidence, direct experience, individuality, inclusion and equality, playful activities and family participation. The results indicate that autonomy, in the teachers’ perception, is strengthened when the student feels confident and valued, and that effective learning is a mutual construction between both. In addition, the study highlights the importance of personalized teaching strategies that consider the individual needs of the student and the participation of the family in the development of autonomy. The findings have significant implications for educational practice and provide valuable insights for future research in the area of school inclusion.
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