Resumo

DABDUB-MOREIRA, Mayela  e  PINEDA-CORDERO, Alejandra. Response to Special Educational Needs and Teaching Efforts in Elementary School. Rev. Costarric. Psic [online]. 2015, vol.34, n.1, pp.43-58. ISSN 1659-2913.

According to the Costa Rican Law on Equal Opportunities for Disabled Persons (Igualdad de oportunidades para las personas con discapacidad, Ley N.º 7600), teachers must receive and attend individuals with Special Educational Needs (SEN) inside their regular classrooms applying different curricular modifications. Thus, knowing the amount and types of SEN attended by teachers, and the areas in which they need to improve their teaching skills, will allow considerable improvement for the quality and efficiency of the teachers’ professional training processes for SEN attention. To gather this information, interviews were carried out with fifteen first to sixth grade primary school teachers in a private elementary school in Moravia, Costa Rica. Results make evident that the main SEN attended were attentional disorders and emotional problems. The main limitations facing teachers are lack of time and poor parental support. The areas in which teachers indicated they need training were related to curricular modifications and specific methodologies for SEN. This research is useful for teacher training and Educational Psychology.

Palavras-chave : Special Educational Needs; Curricular Modifications; Learning Problems; Elementary School; Inclusion.

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