Abstract:
This study has as its theme "The inclusion of children in a pandemic period", in
which it intends to analyze the experience of remote teaching and its challenges
for support teachers and children with disabilities in first-phase elementary
education in the pandemic period. Considering that since the beginning of the
pandemic and throughout its development, students have faced many
difficulties, from changing the traditional method of teaching, in person, to a new
method, online, to the difficulties faced in the family environment such as lack of
student concentration and parents' difficulties to support the class activities.
Looking at a student who has some type of disability, these difficulties multiply,
because he always needs a person to help him, the support teacher in the
classroom. Failure to monitor this student can lead to a number of factors that
can harm their school development. Considering the objective of the study,
which is to analyze the processes of inclusion of children with disabilities in
primary education during the pandemic period. The study was conducted with
teachers of specialized care, coordinators and directors of schools in the
municipal education network in the city of Inhumas. The analysis was centered
on knowing: the experience of remote teaching and its challenges. The analysis
was carried out using an online questionnaire and a conversation circle after the
result.
