A atitude dos professores em relação às vantagens da inclusão
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2011
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A inclusão de alunos com necessidades educativas especiais no ensino regular tem vindo a revelar-se um desafio tremendo para os professores, que têm tentado incluir as crianças com deficiência sem negligenciar as necessidades das crianças ditas normais.
Os professores assumem, assim, um papel determinante na promoção da educação inclusiva, que está fortemente ligada às atitudes dos professores face aos alunos com necessidades educativas especiais.
O objectivo deste estudo é então investigar as atitudes gerais dos professores, determinando o modo como estes percepcionam as vantagens da inclusão quer para os alunos ditos normais quer para os alunos com deficiência e perceber de que forma essas atitudes são influenciáveis, tendo em conta a experiência profissional, a experiência no ensino de alunos com deficiência e a formação inicial dos docentes.
A amostra foi constituída por 640 professores do ensino regular (N=463 do género feminino e N=177 do género masculino). Foi aplicado o APIAD – Atitudes dos Professores face à Inclusão de Alunos com Deficiência (Leitão, 2011).
Concluiu-se que os docentes com menos de 5 anos de serviço apresentam atitudes gerais mais favoráveis em relação à inclusão (p=0,000) e em relação às vantagens da inclusão para os alunos ditos normais (p=0,024), quando comparados com o grupo com mais de 10 anos de experiência.
Quanto à experiência no ensino de alunos com deficiência, os resultados indicaram que os professores com experiência possuem atitudes mais favoráveis, do que aqueles que não têm experiência, quer gerais (p=0,000) quer face às vantagens da inclusão (p=0,023) quer ainda às vantagens da inclusão para os alunos com deficiência (p=0,013).
No que se refere à formação inicial, os professores, com contacto com alunos com deficiência durante a sua formação, revelaram atitudes gerais mais positivas (p=0,000) do que os professores sem essa formação inicial, o mesmo acontecendo no que se refere às atitudes percepcionadas no que diz respeito às vantagens da inclusão (p=0,016) e às vantagens da inclusão para os alunos com deficiência (p=0,006)
The inclusion of special needs students in regular education has been a tremendous challenge for the teachers, who have attempted to include these children, without neglecting the needs of the regular students. This way, teachers assume a decisive role in promoting inclusive education, which is strongly linked to the teachers´ attitudes towards students with special educational needs. The purpose of this study is then to assess the general attitudes of teachers, determining how teachers see the benefits of inclusion for students with disabilities and for those considered as normal and perceive how these attitudes are influenced by their professional experience, their experience in teaching students with disabilities and their initial training as teachers. The sample consisted of 640 regular teachers (N = 463 females and N = 177 males). It was applied the APIAD - Attitudes of Teachers against the Inclusion of Students with Disabilities (Leitão, 2011). In conclusion, teachers with less than 5 years of work present more favourable general attitudes in relation to the inclusion (p = 0.000) and in relation to the advantages of inclusion for regular students (p = 0.024) when compared with the group with over 10 years of teaching experience. Regarding their experience in teaching students with disabilities the results indicated that teachers with experience have more favourable attitudes than their colleagues, both on overall attitudes (P = 0.000) and on attitudes towards the benefits of inclusion (p = 0.023) and the benefits of inclusion for students with disabilities (p = 0.013). Regarding the superior education, the teachers with disabled students during their training, showed more positive general attitude (p = 0.000) than teachers without such training, the same happened with the perceived attitudes as regards the benefits of inclusion (p = 0.016) and the benefits of inclusion for students with disabilities (p = 0.006).
The inclusion of special needs students in regular education has been a tremendous challenge for the teachers, who have attempted to include these children, without neglecting the needs of the regular students. This way, teachers assume a decisive role in promoting inclusive education, which is strongly linked to the teachers´ attitudes towards students with special educational needs. The purpose of this study is then to assess the general attitudes of teachers, determining how teachers see the benefits of inclusion for students with disabilities and for those considered as normal and perceive how these attitudes are influenced by their professional experience, their experience in teaching students with disabilities and their initial training as teachers. The sample consisted of 640 regular teachers (N = 463 females and N = 177 males). It was applied the APIAD - Attitudes of Teachers against the Inclusion of Students with Disabilities (Leitão, 2011). In conclusion, teachers with less than 5 years of work present more favourable general attitudes in relation to the inclusion (p = 0.000) and in relation to the advantages of inclusion for regular students (p = 0.024) when compared with the group with over 10 years of teaching experience. Regarding their experience in teaching students with disabilities the results indicated that teachers with experience have more favourable attitudes than their colleagues, both on overall attitudes (P = 0.000) and on attitudes towards the benefits of inclusion (p = 0.023) and the benefits of inclusion for students with disabilities (p = 0.013). Regarding the superior education, the teachers with disabled students during their training, showed more positive general attitude (p = 0.000) than teachers without such training, the same happened with the perceived attitudes as regards the benefits of inclusion (p = 0.016) and the benefits of inclusion for students with disabilities (p = 0.006).
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Orientação: Francisco Ramos Leitão
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DESPORTO, PROFESSORES, EDUCAÇÃO INCLUSIVA, CIDADÃOS COM DEFICIÊNCIA, SPORT, TEACHERS, INCLUSIVE EDUCATION, CITIZENS WITH DISABILITIES, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION