[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-452409-105":59,"doc-detail-452409-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","special-issue-special-education-school-inclusion-policy-and-curricular-practices","SPECIAL ISSUE - SPECIAL EDUCATION - School Inclusion Policy and Curricular Practices","","In Brazil, inclusive education policy and curriculum practices for disabled students are a focus of research and debate. Although these students have guaranteed access to regular education, their schooling processes become restricted by limited knowledge of their learning characteristics. The study examines teacher discourse from group interviews and interaction episodes in specialized education support within Multifunctional Resource Rooms (MRR) in regular schools in Vale do Itajaí, SC.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/special-issue-special-education-school-inclusion-policy-and-curricular-practices/452409/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/special-issue-special-education-school-inclusion-policy-and-curricular-practices/452409.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper identify in Brazil’s inclusive education approach?","Question",{"text":112,"@type":113},"Despite guaranteed access to regular education, disabled students’ schooling processes are restricted due to insufficient knowledge of their learning characteristics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the research analyze teaching in the study?",{"text":117,"@type":113},"It analyzes teacher discourse from group interviews and episodes of interaction and teaching actions conducted in specialized education support in Multifunctional Resource Rooms (MRR).",{"name":119,"@type":110,"acceptedAnswer":120},"What is the paper’s focus regarding MRR and curriculum practices?",{"text":121,"@type":113},"The paper aims to problematize policy guidelines, curricular practices, and the role of MRR in the students’ schooling, emphasizing the processes involved in conceptual preparation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},452409,1792220408,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","SPECIAL ISSUE  \nSpecial Education: Differences and Curriculum, Teaching, and  \nLearning Processes  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 23 Number 28 | March 16th, 2015 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nSchool Inclusion Policy and Curricular Practices: Teaching Strategies for the Conceptual Preparation of the Target  \nPublic of Special Education1  \nRegina Célia Linhares Hostins  \n&  \nSuelen Garay Figueiredo Jordão  \nUniversidade do Vale do Itajaí  \nBrasil  \nCitation: Hostins, R. C. L., & Jordão, S. G. F. (2015) . School inclusion policy and curricular practices: teaching strategies for the conceptual preparation of the target public of Special Education (translated version). Originally published as: Hostins, R. C. L., & Jordão, S. G. F. (2015) . Política de inclusão escolar e práticas curriculares de elaboração conceitual de alunos público alvo da Educação Especial. Arquivos Analíticos de Políticas Educativas, 23(28) . Dossiê Educação Especial: Diferenças, Currículo e Processos de Ensino e Aprendizagem II. Editoras convidadas: Márcia Denise Pletsch & Geovana Mendonça Lunardi Mendes. [http://dx.doi.org/10.14507/epaa.v23.1661](http://dx.doi.org/10.14507/epaa.v23.1661)  \n[Abstract:](Abstract: In Brazil the inclusive education policy and curriculum practices aimed at disabled)[ In Brazil the inclusive education policy and curriculum practices aimed at disabled](Abstract: In Brazil the inclusive education policy and curriculum practices aimed at disabled)[ ](Abstract: In Brazil the inclusive education policy and curriculum practices aimed at disabled)[students have been the subject of research and debate. These students](students have been the subject of research and debate. These students), [despite having](despite having)[ ](despite having)guaranteed access to regular education, find their schooling processes restricted due to lack of knowledge of their learning characteristics. In both regular classes and specialized education support questions arise about what and how to teach these students and which curriculum  \n1 Research project subsidised by Santa Catarina State Research and Innovation Support Foundation (FAPESC) and CAPES Education Observatory Program.  \nPágina web: [http://epaa.asu.edu/ojs/](http://epaa.asu.edu/ojs/ Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/ Manuscript) received: 28/02/2015  \nFacebook: /EPAAA Revisions received: 12/03/2015  \nTwitter: @epaa_aape Accepted: 10/06/2015  \nSchool Inclusion Policy and Curricular Practices SPECIAL ISSUE: SPECIAL EDUCATION 2  \npractices enable their conceptual preparation processes. In this paper, we analyze teacher discourse (obtained in group interviews) and episodes of interaction and teaching actions carried out in specialized education support (in Multifunctional Resource Rooms-MRR) in regular schools in Vale do Itajaí, SC. It is aimed to problematize policy guidelines, curricular practices, and the role of MRR in these students’ schooling. The teacher discourse and analyzed episodes are an illustrative excerpt of collaborative research with MRR teachers in 2012/2013 carried out by two National Observatories of Special Education, linked to the CAPES’National Education Observatory Program. The results of the research indicate contradictions, segmentations, and the fragility of policy in relation to the locus and the processes of schooling and potential curricular practices of the disabled students’ conceptual preparation.  \nKeywords: inclusive education policy; curriculum practices; conceptual preparation; specialized pedagogical support.  \nEscuela Política de Inclusión y Prácticas Curriculares: Estrategias de Enseñanza para la Elaboración Conceptual de la Audiencia Objetivo para la Educación Especial Resumen: En Brasil, las políticas de inclusión escolar y las prácticas curriculares dirigidas a los alumnos con discapacitad de las escuelas públicas de educación ","cbCaid8hfUbfPRqo","https://ap.wps.com/l/cbCaid8hfUbfPRqo","pdf",1205949,23,"English","# School Inclusion Policy and Curricular Practices: Teaching Strategies for the Conceptual Preparation of the Target Public of Special Education\n## Abstract\n## Keywords","[{\"question\":\"What problem does the paper identify in Brazil’s inclusive education approach?\",\"answer\":\"Despite guaranteed access to regular education, disabled students’ schooling processes are restricted due to insufficient knowledge of their learning characteristics.\"},{\"question\":\"How does the research analyze teaching in the study?\",\"answer\":\"It analyzes teacher discourse from group interviews and episodes of interaction and teaching actions conducted in specialized education support in Multifunctional Resource Rooms (MRR).\"},{\"question\":\"What is the paper’s focus regarding MRR and curriculum practices?\",\"answer\":\"The paper aims to problematize policy guidelines, curricular practices, and the role of MRR in the students’ schooling, emphasizing the processes involved in conceptual preparation.\"}]","SPECIAL ISSUE - SPECIAL EDUCATION - School Inclusion Policy and Curricular Practices | PDF",1790737070,58]