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Revista Psicopedagogia

versão impressa ISSN 0103-8486


MOUSINHO, Renata et al. Teacher assistant and inclusive education: review, tips and reflections. Rev. psicopedag. [online]. 2010, vol.27, n.82, pp. 92-108. ISSN 0103-8486.

The school mediation has become more frequent from the Salamanca Convention. Schools around the world had to give account to include children who needed help in existing classes, often with large numbers of students and teachers whose training had not been concerned with these aspects. The mediator can act as an intermediary in social and behavior, communication and language, activities and / or school play, and educational activities in the motor or reading in the various school grades. A teacher assistant can stimulate the language acquisition and social skills in everyday school enhances the possibility of the amount of stimulation received, but also the quality as always occur in real situations of use, different from what we can provide a therapy set. To know the student who will be accompanied in school, discuss with the school's teaching staff and the therapeutic support staff are key points. Although the figure of the teacher assistant can be regarded as an adaptation in the pedagogical space, thus guaranteed by law, there is not much clarity about the role and responsibilities of the professional or on the regulation of the profession.

Palavras-chave : Education, special [trends]; Mainstreaming [Education]; Education.

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