COMPREENDENDO E APOIANDO A EDUCAÇÃO ESPECIAL
EXPERIÊNCIAS DE ADMINISTRADORES ESCOLAR
DOI:
https://doi.org/10.18316/rcd.v16i44.12257Palavras-chave:
Educação especial, administradores escolares, estudo de caso, necessidade educacional, papel dos administradoresResumo
Este estudo tem como objetivo determinar as atitudes dos administradores escolares em relação à educação especial, seu nível de conhecimento, suas experiências de colaboração e suas necessidades de treinamento em serviço. O grupo de estudo da pesquisa, que foi conduzido com um estudo de caso baseado em métodos de pesquisa qualitativa, consistiu em oito administradores escolares que atuaram em escolas públicas no ano acadêmico de 2022-2023. Cinco temas foram identificados pela análise dos dados obtidos por meio da técnica de entrevista. Os resultados do estudo revelaram que os administradores escolares descreveram indivíduos com necessidades especiais como indivíduos que diferem de seus pares em certas áreas e precisam de atenção e educação especiais. Os administradores escolares se consideraram inadequados no campo da educação especial. No tema colaboração, eles enfatizaram a importância da colaboração familiar, mas indicaram que não foram apoiados conforme necessário. Além disso, os administradores precisavam de treinamentos e seminários em serviço. Consequentemente, o papel dos administradores na educação especial tem um impacto direto na educação e no desenvolvimento de alunos com necessidades especiais. Eles devem ter um amplo acúmulo de conhecimento, exibir fortes habilidades de liderança e agir com uma abordagem empática. Nesse sentido, espera-se que a organização de treinamentos e seminários em serviço melhore a qualidade dos serviços de educação especial ao melhorar o conhecimento e as habilidades dos administradores.
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