Atitudes educacionais face à inclusão dos alunos com perturbação do espetro do autismo
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2020
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Esta investigação apresenta um estudo no domínio das “Atitudes Educacionais face à Inclusão dos alunos com Perturbação do Espetro do Autismo (PEA)”, tendo por pano de fundo o quadro legal e as respostas educativas que têm sido adotadas face aos desafios da educação inclusiva e do seu papel na luta contra a exclusão social.
A educação de crianças e jovens com PEA foi, durante muito tempo, uma temática residual no contexto das grandes questões do sistema educativo. Considerando as teorias atuais sobre a educação é imprescindível que a escola tenha como princípio uma orientação inclusiva e se enquadre no princípio da igualdade de oportunidades educativas e sociais.
Nesta perspetiva, o Programa do XXI Governo Constitucional estabelece como uma das prioridades da ação governativa a aposta numa escola inclusiva onde todos e cada um dos alunos possa encontrar respostas que possibilitem a aquisição de um nível de educação e formação facilitadoras da sua plena inclusão.
Esta investigação mostra-se pertinente para a proposta de um programa de intervenção promotor de atitudes educacionais face à inclusão dos alunos com PEA, na perspetiva de uma ‘Escola Para Todos’, com análoga possibilidade de acesso.
Tendo em conta a natureza do problema a investigar, as caraterísticas e objetivos da nossa investigação, assim como o tipo de informação que se pretende obter, optamos por uma investigação cuja intervenção metodológica tem um carater misto, porque integra instrumentos, quer de natureza quantitativa, como o questionário que inclui a escala AFI, sobre as “Atitudes Educacionais face à Inclusão dos alunos com Perturbação do Espetro do Autismo” (aplicados a professores), quer de natureza qualitativa, complementado com um instrumento qualitativo como o focus group.
A investigação evidencia que em média as atitudes dos professores são positivas face à inclusão, no entanto aferimos que os professores apesar de concordarem com a inclusão destes alunos, não se sentem capacitados e precisam de formação especializada para que a inclusão seja uma realidade eficaz e plena.
Este estudo mostra ser imprescindível a necessidade de implementação de um programa de capacitação para professores, de forma a adotar um mecanismo potenciador de atitudes educacionais face à inclusão dos alunos com PEA.
This research study presents a study on educational attitudes towards the inclusion of students with Autism Spectrum Disorder (ASD), based on the legal framework and educational responses that have been adopted regarding the challenges of the inclusive education and its role in combating social exclusion. The education of children and young people with ASD was, for a long time, a residual theme in the context of the great issues of the education system. Considering the current theories on education it is imperative that school should have an inclusive orientation as its principle and fit into the principle of equal educational and social opportunities. In this perspective, the program of the XXI Constitutional Government establishes as one of the priorities of governmental action the emphasis on an inclusive school where every student can find answers that enable the acquisition of a level of education and training facilitating their full inclusion. This research study is relevant to the proposal of an intervention program promoting educational attitudes to the inclusion of students with ASD, from the perspective of a “School for Everyone), with similar possibility of access. According to the nature of the problem to be investigated, the characteristics and objectives of our research, as well as the type of information to be obtained, we have opted for a mixed methodological intervention since it integrates instruments, both quantitative, as the questionnaire that includes the AFI scale, on educational attitudes towards the inclusion of students with Autism Spectrum Disorder (applied to teachers), as well as qualitative, complemented with a qualitative instrument such as the focus group. The research study highlights that, on average, teachers’ attitudes towards inclusion are positive; however, we have found that teachers, despite agreeing to the inclusion of these students, do not feel empowered and need specialized training to make inclusion an effective and full reality. This study shows that it is essential to implement a training program for teachers, in order to adopt a mechanism that enhances educational attitudes towards the inclusion of students with ASD.
This research study presents a study on educational attitudes towards the inclusion of students with Autism Spectrum Disorder (ASD), based on the legal framework and educational responses that have been adopted regarding the challenges of the inclusive education and its role in combating social exclusion. The education of children and young people with ASD was, for a long time, a residual theme in the context of the great issues of the education system. Considering the current theories on education it is imperative that school should have an inclusive orientation as its principle and fit into the principle of equal educational and social opportunities. In this perspective, the program of the XXI Constitutional Government establishes as one of the priorities of governmental action the emphasis on an inclusive school where every student can find answers that enable the acquisition of a level of education and training facilitating their full inclusion. This research study is relevant to the proposal of an intervention program promoting educational attitudes to the inclusion of students with ASD, from the perspective of a “School for Everyone), with similar possibility of access. According to the nature of the problem to be investigated, the characteristics and objectives of our research, as well as the type of information to be obtained, we have opted for a mixed methodological intervention since it integrates instruments, both quantitative, as the questionnaire that includes the AFI scale, on educational attitudes towards the inclusion of students with Autism Spectrum Disorder (applied to teachers), as well as qualitative, complemented with a qualitative instrument such as the focus group. The research study highlights that, on average, teachers’ attitudes towards inclusion are positive; however, we have found that teachers, despite agreeing to the inclusion of these students, do not feel empowered and need specialized training to make inclusion an effective and full reality. This study shows that it is essential to implement a training program for teachers, in order to adopt a mechanism that enhances educational attitudes towards the inclusion of students with ASD.
Descrição
Orientação: António Luís Carvalho ; co-orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, INCLUSÃO ESCOLAR, EDUCAÇÃO INCLUSIVA, ATITUDES, AUTISMO, PROFESSORES, EDUCATION, SCHOOL INCLUSION, INCLUSIVE EDUCATION, ATTITUDES, AUTISM, TEACHERS