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The implementation program of the Multifunctional Resource Room (SRM) is guided by the Public Policy for Special Education from the perspective of Inclusive Education and one of the initiatives of the Ministry of Education (MEC) for the process of inclusion of Public Targeted Students for Special Education (EPAEE). Therefore, this study aimed to understand and analyse the resources available in the SRM and Learning Objects (LO) for a pedagogical work to support students with Intellectual Disabilities. The results showed that the SRM resources and the LO are infantilized and focused on the first stage of basic education. It was verified the insufficiency of resources for a pedagogical work with students with Intellectual Disability in primary schools II and high school; it is perceived the need for the incorporation of OA among the SRM resources as a means to facilitate the learning of students with Intellectual Disability in primary schools I and the importance of the adequacy of resources to the age of these students, considering their chronological age or even the organization of the SRM by education level.
About the author
Pädagoge, Master- und PhD-Student in Erziehungswissenschaften an der Universidade Estadual Paulista (FCT/Unesp). Spezialistin für Psychopädagogik und für die Planung, Umsetzung und Verwaltung von EAD. Sie ist Dozentin im Studiengang Pädagogik und lato sensu in Postgraduiertenkursen, sowohl im Präsenz- als auch im Fernstudium.
