THE INDIVIDUALIZED EDUCATION PLAN (IEP) AND THE CHALLENGES GENERATED BY THE LACK OF CONTINUING EDUCATION FOR TEACHERS

Abstract

This study investigated whether the lack of continuing education for Special Education teachers from an Inclusive Education perspective interferes with student learning development. In this sense, it was necessary to identify how training can guide teachers in the teaching and learning process, verifying the appropriate methodological strategies used by teachers to develop skills in order to meet the needs of each student, and analyzing the teaching resources used by teachers in their pedagogical practice. The methodology adopted was qualitative in nature, consisting of interviews with teachers P1 and P2 from a municipal school in Cabo de Santo Agostinho. This work is based on Baptista (2011), Costa, Shmidt and Camargo (2023), and Glat and Pletsch (2011). The results reveal that continuing education contributes to the teaching-learning process and demonstrates the importance of training for teachers in the context of building an Individualized Education Plan (IEP), as it promotes a pedagogical, interactive, collaborative, and participatory environment, contributing to collaboration, individualization, and reflection. When the team works together, it facilitates teacher-student development. The conclusion points out that continuing education is essential for knowledge building, and teacher training needs to be continuous for meaningful teacher practice and significant interventions; however, training in the municipality of Cabo de Santo Agostinho is only aimed at support staff, leaving classroom teachers without the necessary information.