A satisfação na docência com a inclusão de alunos autistas
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2011
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Este projecto tem como objectivos analisar de que forma a satisfação na docência poderá influenciar as práticas educativas na inclusão de crianças com Autismo e perceber qual a perspectiva dos docentes em relação a esta problemática. Participaram neste estudo 179 docentes do primeiro ciclo do ensino básico e educadores. Conclui-se que são as docentes do sexo feminino, mais jovens e com menos tempo de serviço, aquelas que possuem atitudes mais favoráveis face à inclusão de crianças autistas. Concordam que as discentes deveriam estar inseridas em escolas especializadas, reconhecem a necessidade de recorrer à ajuda de um especialista e consideram muito importante possuir formação específica nas necessidades educativas especiais.
This project aims to examine how satisfaction in teaching might influence educational practices in inclusion of children with autism and how is the perspective of teachers in relation to this issue. In this study of 179 teachers of the first cycle of basic education and educators, we conclude that the teachers are female, younger and with fewer years of service who have more favorable attitudes compared to inclusion. Regarding the inclusion of autistic children, they are in agreement that they should be included in specialist schools. Recognize the need to enlist the help of a specialist and is important to have specific training in special needs education.
This project aims to examine how satisfaction in teaching might influence educational practices in inclusion of children with autism and how is the perspective of teachers in relation to this issue. In this study of 179 teachers of the first cycle of basic education and educators, we conclude that the teachers are female, younger and with fewer years of service who have more favorable attitudes compared to inclusion. Regarding the inclusion of autistic children, they are in agreement that they should be included in specialist schools. Recognize the need to enlist the help of a specialist and is important to have specific training in special needs education.
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Orientação: Horácio Pires G. F. Saraiva ; co-orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, AUTISMO, EDUCATION, SPECIAL EDUCATION, SCHOOL INCLUSION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, AUTISM