A participação de alunos com necessidades educativas especiais nas atividades de sala de aula : o que pensam e o que dizem fazer os Professores dos 2.º e 3.º ciclos do Ensino Básico
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2014
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A educação de alunos com necessidades educativas especiais é um dos grandes desafios do sistema educativo. Atualmente a legislação e a linguagem na esfera educacional instituem a inclusão dos alunos com necessidades educativas especiais na escola de ensino regular. Cabe
à escola, de acordo com os princípios subjacentes a uma sala de aula inclusiva, adaptar-se aos alunos que tenham qualquer tipo de problemática criando oportunidades educativas e sociais, no âmbito de uma escola aberta e apta a responder com eficácia à diversidade dos seus alunos.
A gestão da diversidade na sala de aula representa um dos maiores problemas das nossas salas de aula. Neste contexto, consideramos o professor, um elemento chave sobre como dinamizar a participação dos alunos na sala de aula. O objetivo deste nosso estudo foi perceber as
relações entre as perceções dos professores do 2.º e 3.º ciclos do ensino básico face à
participação dos alunos com necessidades educativas especiais e as práticas que desenvolvem para concretizar essa participação nas atividades de sala de aula. A metodologia que
escolhemos foi inicialmente de natureza quantitativa e, num segundo momento, tivemos
necessidade de recorrer a uma metodologia de natureza qualitativa, com o intuito de
esclarecer alguns dados obtidos no questionário aplicado. Aplicámos um questionário a 127
professores do 2.º e 3.º ciclos do ensino básico e optámos pela entrevista semiestruturada no que diz respeito à metodologia qualitativa. Os resultados encontrados confirmam existir uma
relação entre as perceções e as práticas desenvolvidas pelos professores, no sentido, de
dinamizar a participação dos alunos com necessidades educativas especiais na sala de aula.
Verificamos, ainda, que as perceções que têm sobre a participação dos alunos com
necessidades educativas especiais os leva a testemunhar o desenvolvimento de práticas que
respondem à diversidade dos seus alunos, no sentido, de lhes facilitar a participação.
Verificámos alguma resistência à cooperação e à colaboração entre os professores do ensino
regular e os de educação especial.
The special needs’ students’ education is one of the greatest challenges of the educational system. Currently, the legislation and language in the educational sphere institute the inclusion of special needs’ students in a regular education school. It is up to the school, according to the underlying principles in an inclusive classroom, to adapt to any student who has any kind of problem by creating both educational and social opportunities, in the scope of an open school, apt to answer efficiently to its students’ diversity. Diversity management in a classroom represents one of the most prominent challenges in our classrooms. In this context, we focus on the teacher, a key-element on boosting the students’ participation inside the classroom. The purpose of this study was to understand the relationship between teachers of the 2º and 3º cycles of basic education compared to the special needs’ students’ participation and the methods employed to concretize it in the classroom. The chosen methodology was, initially, of a quantitative nature although, on a second moment, we had the need to use a qualitative methodology, with the intention of clarifying some data obtained in the questionnaire. We delivered a questionnaire to 127 2º and 3º basic education cycles’ teachers and opted by the semi structured interview as for the qualitative methodology. Our findings confirm the existence of a relationship between perception and methods employed by teachers to boost special needs’ students’ participation in the classroom. We also verified the existence of some opposition to cooperation and collaboration between regular and special needs’ teachers.
The special needs’ students’ education is one of the greatest challenges of the educational system. Currently, the legislation and language in the educational sphere institute the inclusion of special needs’ students in a regular education school. It is up to the school, according to the underlying principles in an inclusive classroom, to adapt to any student who has any kind of problem by creating both educational and social opportunities, in the scope of an open school, apt to answer efficiently to its students’ diversity. Diversity management in a classroom represents one of the most prominent challenges in our classrooms. In this context, we focus on the teacher, a key-element on boosting the students’ participation inside the classroom. The purpose of this study was to understand the relationship between teachers of the 2º and 3º cycles of basic education compared to the special needs’ students’ participation and the methods employed to concretize it in the classroom. The chosen methodology was, initially, of a quantitative nature although, on a second moment, we had the need to use a qualitative methodology, with the intention of clarifying some data obtained in the questionnaire. We delivered a questionnaire to 127 2º and 3º basic education cycles’ teachers and opted by the semi structured interview as for the qualitative methodology. Our findings confirm the existence of a relationship between perception and methods employed by teachers to boost special needs’ students’ participation in the classroom. We also verified the existence of some opposition to cooperation and collaboration between regular and special needs’ teachers.
Descrição
Orientação: Isabel Rodrigues Sanches ; co-orientação: Maria Elvira Monteiro
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, ALUNOS, STUDENTS, PRÁTICAS EDUCATIVAS, EDUCATIONAL PRACTICES, PRÁTICAS PEDAGÓGICAS, PEDAGOGICAL PRACTICES, PROFESSORES, TEACHERS