CONTINUED IN-SERVICE TRAINING: REFLECTIONS ABOUT THE TEACHING OF NUMBERS AND OPERATIONS IN INCLUSIVE EDUCATION TO INTELLECTUALLY DISABLED

Abstract

The objective of this research is to investigate the contributions of a continued in-service training
course to the inclusive pedagogical practice, to the teaching of Numbers and Operations of
intellectually disabled students in a regular teaching context. The course took place in the online
environment to teachers that have intellectually disabled students in their regular classes. This is a
qualitative research based on research-action. The analysis shows how important it is to the teacher
to know the principles of inclusive education and recognize potential improvements and challenges
that he needs to make about his actions, starting with simple and quick pedagogical practices and
slowly increasing, allowing a continuous work that helps the student development. With that said,
each pedagogical practice needs a reflection and records of a systematic reflexive process to show
what is positive or negative and what needs to be improved.