A atitude dos professores em relação às vantagens da educação inclusiva
Miniatura indisponível
Ficheiros
Data
2011
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
À medida que a escola pretende cada vez mais inserir no seu seio todos os alunos,
independentemente das suas características e necessidades, coloca-se um grande desafio para
as instituições escolares: educar estes alunos de forma adequada.
Nos últimos anos, o conceito de Inclusão foi sofrendo uma grande evolução, tendo
como principio fulcral o ajuste das necessidades de aprendizagem e adaptação das
perspectivas de ensino, às dificuldades dos indivíduos. A adopção de uma filosofia inclusiva
tende assim, uma reestruturação da própria escola e revoga uma acção e atitude em prol dos
direitos humanos e dos cidadãos.
O objectivo deste estudo passa então por investigar as atitudes dos professores em
relação às vantagens da educação inclusiva, quer em relação aos alunos ditos normais, quer
com deficiência, e perceber de que formas essas atitudes são influenciáveis, tendo em conta o
género dos docentes, e de que modo o contacto com pessoas com deficiência na
infância/juventude influencia positivamente a atitude dos mesmos.
O estudo foi realizado com uma amostra de 741 professores (N= 535 do género
feminino e N= 206 do género masculino). Foi aplicado o questionário APIAD – A Atitude
dos Professores face à Inclusão de Alunos com Deficiência (Leitão, 2011).
A análise dos resultados obtidos permitiu-nos concluir que os professores que
tiveram na sua infância/juventude contacto com pessoas com deficiência têm uma atitude
mais favorável relativamente às vantagens da inclusão para os alunos com deficiência
(p≤0,10).
Relativamente ao Género dos docentes, as professoras têm uma atitude mais
favorável relativamente às vantagens da inclusão do que os professores (p = 0,023). Quanto às
vantagens da inclusão para os alunos normais e alunos com deficiência, os resultados
mantêm-se, com uma atitude mais favorável por parte das professoras relativamente ao
professores, sendo as diferenças estatisticamente significativas (p = 0,017.) e (p ≤ 0,10)
While school aims at increasing the inclusion of its students, regardless of their specific characteristics or needs, there is a greater challenge for the institutions: that of educating its students adequately. In the last few years, the concept of inclusion has developed, having as its core value the adjustment of needs and the integration of teaching propositions in relation to students. The adoption of an inclusive philosophy tends, thus, to restructure the school itself and revokes certain actions and attitudes in accordance to human rights. One of the aims of this study includes the investigation of the attitudes of teachers regarding the advantages of inclusion in education, whether towards students said normal or those with a disability. Another aim is to understand how these attitudes can be influenced, taking into account the gender of faculty members and how the contact with people with disabilities in childhood/teenage years may have a positive influence in the attitudes of teachers. The study was carried out with a sample of 741 teachers (N= 535 females and N= 206 males). We used the APIAD questionnaire - A Atitude dos Professores face à Inclusão de Alunos com Deficiência/Teacher‟s Attitudes towards the Inclusion of Disabled Students (Leitão, 2011) The collected data helped us conclude that teachers who had contact with disabled people during their childhood/teenage years have a more positive attitude towards the advantages of inclusion. (p 0,10). Regarding the gender of faculty members, female teachers have a more positive attitude in relation to said advantages than male teachers (p= 0,023). As for the advantages of inclusion towards „normal‟ children and those who are disabled, the results are the same: female teachers have a more optimistic attitude than male teachers. The differences are statistically significant (p = 0.017) and (p 0,10).
While school aims at increasing the inclusion of its students, regardless of their specific characteristics or needs, there is a greater challenge for the institutions: that of educating its students adequately. In the last few years, the concept of inclusion has developed, having as its core value the adjustment of needs and the integration of teaching propositions in relation to students. The adoption of an inclusive philosophy tends, thus, to restructure the school itself and revokes certain actions and attitudes in accordance to human rights. One of the aims of this study includes the investigation of the attitudes of teachers regarding the advantages of inclusion in education, whether towards students said normal or those with a disability. Another aim is to understand how these attitudes can be influenced, taking into account the gender of faculty members and how the contact with people with disabilities in childhood/teenage years may have a positive influence in the attitudes of teachers. The study was carried out with a sample of 741 teachers (N= 535 females and N= 206 males). We used the APIAD questionnaire - A Atitude dos Professores face à Inclusão de Alunos com Deficiência/Teacher‟s Attitudes towards the Inclusion of Disabled Students (Leitão, 2011) The collected data helped us conclude that teachers who had contact with disabled people during their childhood/teenage years have a more positive attitude towards the advantages of inclusion. (p 0,10). Regarding the gender of faculty members, female teachers have a more positive attitude in relation to said advantages than male teachers (p= 0,023). As for the advantages of inclusion towards „normal‟ children and those who are disabled, the results are the same: female teachers have a more optimistic attitude than male teachers. The differences are statistically significant (p = 0.017) and (p 0,10).
Descrição
Orientação: Francisco Ramos Leitão
Palavras-chave
EDUCAÇÃO INCLUSIVA, PROFESSORES, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, DESPORTO, EDUCAÇÃO FÍSICA, ATITUDES, INCLUSÃO ESCOLAR, INCLUSIVE EDUCATION, TEACHERS, SPORT, PHYSICAL EDUCATION, ATTITUDES, SCHOOL INCLUSION