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Cien Saude Colet ; 14 3 : Investig ; Valla VV. Cad Saude Publica ; 14 2 These units contemplate working with two main kinds of people: seniors and children with special needs. Goals and contents for these units are generally the same in all schools, they aim at developing skills in evaluating, defining and adjusting physical education programs to these populations according with their abilities and functional profile, enhancing or restoring possibilities for adaptation and development and also analyzing sports and their therapeutic, recreational and social integration value in the process of rehabilitation.
Looking at goals and contents of the courses with training components in Expressive Techniques ET , their names are explicit: Expressions or Pedagogy of, for instance, Musical Expression, Arts, Movement and Physical-motor Expression or Drama. As for their goals, they include acquiring skills in these areas and developing them with children from pre-school to second cycle of Basic Education.
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In some of these cases, concepts like Education through Arts and Artistic Education are addressed and in others the goals include knowledge of legislation for these areas. Our results point to the fact that both components are never covered by a single course, where the use of Expressive Techniques as arts mediators are taught and reflected on the work with children with special educational needs in inclusive educational settings.
As pre-service teachers training is fundamental for the development of their future praxis, it is important to know not only the basic skills necessary for new teachers, but also realize the best way to acquire them. This aspect becomes particularly important when referred to teacher training for Inclusive Education, where professional quality of teachers and other educators are the basis for their promotion.
This result meets only in part the obligation of the existence of such training since in our country Rodrigues, , revealing that there are yet many work to do, namely at the universities. It was also found that the vast majority of courses are mandatory. We question however what kind of connection is made between theory and practice. Another dimension of this study was to verify the existence and to characterize the subject areas with training components in Expressive Techniques.
We noticed, likewise, that the objectives and content of these courses contemplate only the scientific-technical view and the general didactic aspects of the Expressions. We also verified that there was no specification about the practice of Expressive Techniques as mediators in the work with students with special needs education.
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This may be related with the basic characteristics of Polytechnic Education, in its origin with contents more linked to the training of specific professions. We also noticed that the offer of training components of Inclusive Education and Expressive Techniques is more available in public higher education establishments. One of our concerns about the results is related to the absence of these training components in some programs. Being the Musical Expression, Drama, Visual arts and Physical expression present in the Basic Education curriculum, one would still expect a higher percentage of courses with this training component.
We questioned the actual importance of those areas that seem not to be yet or to be less and less duly recognized in our schools, and we recall one of the conclusions of the World Conference on Arts Education , Lisbon which states that "programs of general training of teachers do not make a proper promotion of the role of arts in teaching and learning.
In what concerns the contents of these two areas, there is still a long way to go on the implementation of Inclusive Education and Expressive Techniques as tools for the work with students with special needs education. The practice of these guidelines to Inclusive Education requires also a deep involvement of the teachers even after their graduation , reflecting not only on their professional skills but also reflecting on their own personal and social skills.
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This means that training teachers for an inclusive school probably cannot restrict us to a traditional academic education but must provide for a newtraining model that involves alsonew processes of scientific research. Bond, R. Peer supports and inclusive education: An underutilized resource.
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