The present summary is configured as a case study carried out during a non-compulsory
internship as PIBID grantee between the years 2017 to 2018 at the SRM of the State School of
Elementary and Secondary Education Vilhena Alves accompanying the teaching and learning
process of students with disabilities during the Specialized Educational Assistance - AEE in the
Multifunctional Resource Room - SRM. To better structure the reflections are also considered
some guiding questions, namely: How is the organization of the pedagogical work for the care
of students with disabilities enrolled in the High school of Vilhena Alves School? What
objectives are defined for the pedagogical work of the multifunctional resource room with these
students? What activities are carried out with students with disabilities in SRM at school of
Vilhena Alves? The objective of this research is to understand how the organization of the
pedagogical work developed in the care of students with disabilities is constituted. Thus, the
analysis and reflection on the practice was based and reflected in documentary records, for the
methodology was chosen the qualitative approach of the case study type, having as instruments
for data collection observation, field notebooks, photographs and documents such as: The
individual development plan (IDP) and the SRM pedagogical documentation. After analyzing
the data, we identified that the Pedagogical Work developed in the SRM follows a schedule of
attendance prepared by the ESA teacher from the planning of the actions registered in the PDI,
always respecting the needs of each student, the activities developed with the students with
deficiency is aimed at psychomotor development, mastery of motor functions, development of
logical and mathematical reasoning, writing and reading. It has been found that these activities
are performed in individual sections and in groups. Another aspect observed is the bimonthly
evaluation carried out on the pedagogical resources and the methodologies used with the
students, this evaluation aims to monitor if such resources and methodologies are consistent
with the level of learning of the students attended by the ESA in the SRM of the school. When
analyzing the pedagogical work of SRM, it is observed that this is fundamental for the
development of the learning of students with disabilities.
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