As unidades de ensino estruturado e a inclusão de alunos com perturbações do espetro do autismo
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2012
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Esta investigação insere-se no contexto de mudança em curso na escola que promove a «educação para todos». O normativo e os agentes educativos são peças cruciais deste processo, perspetivam mudança e flexibilidade, o que possibilita aos alunos com perturbações do espetro do autismo progredirem ao seu ritmo, dentro do ensino estruturado segundo o modelo TEACCH. Isto direcionou-nos a investigar «quais os fatores envolvidos no desenvolvimento de práticas inclusivas nas Unidades de Ensino Estruturado para a educação de alunos com perturbações do espetro do Autismo».
Assumimos uma abordagem metodológica de caráter quantitativo, da qual participaram livremente 75 indivíduos a quem foi administrado um inquérito especificamente desenhado e validado, com o qual se pretendeu avaliar os seus posicionamentos face à inclusão destes alunos. Os resultados surgem no seguimento de pesquisas anteriores, tendo-se constatado que a definição destas perturbações ainda não é consensual e os docentes de ensino regular continuam a apresentar maior resistência enquanto os docentes de educação especial têm posicionamentos mais inclusivos, inferindo-se dificuldades inerentes à formação.
Permitiu-nos sinalizar a necessidade de implementar formação junto dos diversos agentes educativos para se diluir, progressivamente, a Unidade pela sala regular, escola e comunidade educativa direcionando propósitos e estratégias a acionar com esta finalidade.
This research inserts in the context of change in course at school that promotes “education for all”. The normative and educational agents are crucial parts of this process, they put in the perspective change and flexibility, which enables students with autism spectrum disorders to progress at their own pace, within the structured teaching method “TEACH”. This drove us to investigate “which factors involved in developing inclusive practices in the structured teaching Units for education of students with autism spectrum disorders”. A methodological approach of quantitative character was assumed, which 75 individuals participated freely to whom were given a survey specifically designed and validated, which was intended to evaluate their position in view of the inclusion of these students. The results emerge in the follow-up of previous searches, and it was found that the definition of these disorders is still not consensual and regular education teachers continue to present more resistance while the special education teachers have more inclusive placements, inferring difficulties inherent to the training. This enabled us to indicate the need to implement training with in various educational agents to dilute, progressively, the unit for the regular room, school and education community leading to intentions and applying strategies for this purpose.
This research inserts in the context of change in course at school that promotes “education for all”. The normative and educational agents are crucial parts of this process, they put in the perspective change and flexibility, which enables students with autism spectrum disorders to progress at their own pace, within the structured teaching method “TEACH”. This drove us to investigate “which factors involved in developing inclusive practices in the structured teaching Units for education of students with autism spectrum disorders”. A methodological approach of quantitative character was assumed, which 75 individuals participated freely to whom were given a survey specifically designed and validated, which was intended to evaluate their position in view of the inclusion of these students. The results emerge in the follow-up of previous searches, and it was found that the definition of these disorders is still not consensual and regular education teachers continue to present more resistance while the special education teachers have more inclusive placements, inferring difficulties inherent to the training. This enabled us to indicate the need to implement training with in various educational agents to dilute, progressively, the unit for the regular room, school and education community leading to intentions and applying strategies for this purpose.
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Orientação: Isabel Maria Pereira Pinto
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, AUTISMO, INCLUSÃO ESCOLAR, NECESSIDADES EDUCATIVAS ESPECIAIS, ENSINO ESPECIAL, EDUCAÇÃO INCLUSIVA, EDUCATION, AUTISM, SCHOOL INCLUSION, SPECIAL EDUCATIONAL NEEDS, SPECIAL TEACHING, INCLUSIVE EDUCATION