SPECIAL EDUCATION FOR YOUNG PEOPLE AND ADULTS: THE UNIQUENESS OF EACH STUDENT

Abstract

The present study deals with "EEJA - Special Education for Youth and Adults: The uniqueness of each student, an interface between Youth and Adult Education and Special Education, analyzing how these two areas can collaborate to promote the inclusion of young people and adults with disabilities. It focuses on the analysis of pedagogical practices, teaching strategies and curricular adaptation necessary to meet the specific needs of these students in a school in the municipality of Tucuruí/PA. It aims to analyze the process of inclusion of young people and adults with disabilities and autism spectrum disorder in the education system, and how these mechanisms guarantee access, permanence and completion of basic education. This study is characterized by a qualitative approach, in the form of case studies, enabling direct contact between the subjects, through semi-structured interviews, observations for data collection. The results reveal that EEJA with regard to access, permanence in education, continuity of schooling and social insertion of students with intellectual disabilities and autism, presents itself as a successful project, however, in relation to the teacher's teaching practice, it is verified that they still have a mechanical view of disability,  associating it only with physical or cognitive limitations, without considering the students' unique potential and abilities. These lead us to conclude that for the advancement of the ongoing experience and inclusive education, the possibility of replacing the traditional curriculum and the change in teaching practices, with standardized spaces and times, weigh in, signaling the importance of discussing, thinking and researching curricular proposals built on new bases, open to diversity.