TEACHER SKILLS IMPROVEMENT IN THE FIELD OF INTELLECTUAL DISABILITY

AN EXPERIENCE IN A SPECIALIZED CENTER APAE IN BELÉM/PA

Abstract

The present study discusses teachers’ formation based on experiences gained throughout a project conducted in a center for intellectual disabled children (APAE) in Belém/PA. Hence, it was hope to improve undergraduate students’ self-analysis with regards to teaching skills for handicapped students and to provide the target audience with knowledge and practices on various specific topics. Teaching strategies involving curriculum adaptation for special needs, elaboration of pedagogic strategies and topics connection were developed based on students’ profiles. Understanding and assimilation of contents by the APAE students were evaluated through the use of several supports, like paintings, drawings, dialogues, photo and video registration. Methods applied enabled the undergraduate students involved to complete their formation as future school teachers and provided APAE students with new information on topics usually neglected in normal schools, like ethno-racial diversity, notions of geography and cartography, natural biodiversity and solar system.