Collaboration teaching: an experience report about the PIBID in the special education

Abstract

This study is an experience report, whose objective is to describe the activities that were developed in partnership between a special education scholarship student from the Institutional Teaching Initiation Scholarship Program (PIBID) and a teacher, throughout 2019. The scholarship’s performance took place in a class of 2nd year of elementary school to a public school located in a medium-sized city in São Paulo State, which contained a student targeted by special education. Activities were carried out covering the demands of all students at the same time, without the need for curricular adaptations, but with the goal of offer access to different pedagogical practices to the PAEE student. The results show that the PAEE student were directly benefited from the collaborative projects developed throughout the year by having the opportunity to work in groups and being included in the same activities as the rest of the class, without the need to use curricular adaptations or sit next to the scholarship student all the time. Therefore, it is concluded that the objective of the consolidated collaborative partnership between scholarship and teacher was effective in promoting school inclusion.