Continuing Education for Public Administrators in Special Education: Local Policy for School Inclusion
It reports the research-training process through collaborative critical action research, carried out in 2011 by the team of research Special Education: professional training, pedagogical practice and school inclusion policy, which results from a partnership between the Federal University of Espírito...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Arizona State University
2015-03-01
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| Series: | Education Policy Analysis Archives |
| Subjects: | |
| Online Access: | https://epaa.asu.edu/ojs/article/view/1648 |
| _version_ | 1819023224794513408 |
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| author | Denise Meyrelles de Jesus Edson Pantaleão Mariangela Lima de Almeida |
| author_facet | Denise Meyrelles de Jesus Edson Pantaleão Mariangela Lima de Almeida |
| author_sort | Denise Meyrelles de Jesus |
| collection | DOAJ |
| description | It reports the research-training process through collaborative critical action research, carried out in 2011 by the team of research Special Education: professional training, pedagogical practice and school inclusion policy, which results from a partnership between the Federal University of Espírito Santo and Espírito Santo Secretariat of Education, Brazil along with public special education administrators. This venture aimed at integrating the continuing education process from the school inclusion perspective. Based on recent research results, it discusses question about the education of special education target students, who, according to Brazilian laws, are individuals with disabilities, pervasive developmental disorders or high-potential/gifted learners. It concludes that the reflection- action-critic process instituted by the study research-training allowed a) administrators of actions aiming special education to visualize their knowledge-action and, based on group actions, institute, organize and/or reorganize managing methods that became central to local policies integrated with state and national policies; b) team work between the university and local groups as a means to overcome conflicts, stress and challenges posed to emancipation of education of individuals; c) production of contributions to epistemological changes in local policies and in the modus operandi of the public special education administrator. |
| first_indexed | 2024-12-21T04:35:30Z |
| format | Article |
| id | doaj.art-cde38b5739634026a4fb395e837a6f3b |
| institution | Directory Open Access Journal |
| issn | 1068-2341 |
| language | English |
| last_indexed | 2024-12-21T04:35:30Z |
| publishDate | 2015-03-01 |
| publisher | Arizona State University |
| record_format | Article |
| series | Education Policy Analysis Archives |
| spelling | doaj.art-cde38b5739634026a4fb395e837a6f3b2022-12-21T19:15:51ZengArizona State UniversityEducation Policy Analysis Archives1068-23412015-03-0123010.14507/epaa.v23.16481339Continuing Education for Public Administrators in Special Education: Local Policy for School InclusionDenise Meyrelles de Jesus0Edson Pantaleão1Mariangela Lima de Almeida2Universidade Federal do Espírito SantoUniversidade Federal do Espírito SantoUniversidade Federal do Espírito SantoIt reports the research-training process through collaborative critical action research, carried out in 2011 by the team of research Special Education: professional training, pedagogical practice and school inclusion policy, which results from a partnership between the Federal University of Espírito Santo and Espírito Santo Secretariat of Education, Brazil along with public special education administrators. This venture aimed at integrating the continuing education process from the school inclusion perspective. Based on recent research results, it discusses question about the education of special education target students, who, according to Brazilian laws, are individuals with disabilities, pervasive developmental disorders or high-potential/gifted learners. It concludes that the reflection- action-critic process instituted by the study research-training allowed a) administrators of actions aiming special education to visualize their knowledge-action and, based on group actions, institute, organize and/or reorganize managing methods that became central to local policies integrated with state and national policies; b) team work between the university and local groups as a means to overcome conflicts, stress and challenges posed to emancipation of education of individuals; c) production of contributions to epistemological changes in local policies and in the modus operandi of the public special education administrator.https://epaa.asu.edu/ojs/article/view/1648educação especialgestores públicosformação continuadapolíticas de educaçãoinclusão |
| spellingShingle | Denise Meyrelles de Jesus Edson Pantaleão Mariangela Lima de Almeida Continuing Education for Public Administrators in Special Education: Local Policy for School Inclusion Education Policy Analysis Archives educação especial gestores públicos formação continuada políticas de educação inclusão |
| title | Continuing Education for Public Administrators in Special Education: Local Policy for School Inclusion |
| title_full | Continuing Education for Public Administrators in Special Education: Local Policy for School Inclusion |
| title_fullStr | Continuing Education for Public Administrators in Special Education: Local Policy for School Inclusion |
| title_full_unstemmed | Continuing Education for Public Administrators in Special Education: Local Policy for School Inclusion |
| title_short | Continuing Education for Public Administrators in Special Education: Local Policy for School Inclusion |
| title_sort | continuing education for public administrators in special education local policy for school inclusion |
| topic | educação especial gestores públicos formação continuada políticas de educação inclusão |
| url | https://epaa.asu.edu/ojs/article/view/1648 |
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