Inclusão educativa de alunos com multideficiência : importância das unidades especializadas em multideficiência
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2011
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A Multidefíciência caracteriza-se pela associação de pelo menos dois tipos de deficiências, sendo que uma delas afecta as componentes intelectuais. As crianças portadoras de Multideficiência evidenciam dificuldades diversas, pelo que necessitam de uma avaliação e intervenção conjunta de diferentes profissionais para a obtenção de progressos. A inclusão educativa de alunos com esta problemática nas escolas de ensino regular é ainda uma realidade recente, que tem constituído um grande desafio aos profissionais de educação. Neste contexto, surgem as Unidades de Apoio Especializado para a Educação de alunos com Multideficiência (UAM) como uma resposta educativa para crianças com este tipo de perturbação nas escolas de ensino regular.
Para compreender a problemática da Multideficiência e inclusão educativa destes alunos, importa saber quais as atitudes evidenciadas pelos diversos intervenientes no seu processo de ensino-aprendizagem. Procurámos analisar as atitudes de 93 sujeitos que integram a comunidade educativa a que pertencem as 5 UAM em estudo. Verificámos que variáveis como as funções desempenhadas, o grau académico e a região influenciam as atitudes dos sujeitos.
Por outro lado, importa também verificar se existe relação entre a qualidade da resposta educativa prestada e as atitudes dos demais intervenientes. Procedemos à observação das UAM para a recolha de informações relativas ao espaço, recursos humanos, recursos materiais e seu funcionamento. Através de uma análise comparativa, verificámos que a qualidade do funcionamento das UAM influencia as atitudes dos sujeitos em relação à inclusão educativa de alunos com Multideficiência nas escolas de ensino regular.
The Multiple Disabilities disturbance is characterized by the association of at least two types of disabilities, one of which affects intellectual components. Children with multiple disabilities show diverse difficulties, thus requiring a joint assessment and intervention of different professionals to achieve progress. The educational inclusion of students with this problem in mainstream schools is still a recent reality, which has been a great challenge for the professionals of education. In this context, the Specialised Support Units for the Education of Students with Multiple Disabilities (UAM) where created as an educational response in mainstream schools for children with this type of disturbance. To understand the problem of multiple disabilities and of the inclusive education of these students, it is important to know the attitudes evidenced by the various stakeholders in the process of teaching and learning. We try to analyze the attitudes of 93 subjects that participate in the educational community to the 5 UAM of this study belongs. We found that variables such as the functions performed, the academic degree and region influence the attitudes of the subjects. On the other hand, it is also important to check if there is a relationship between the quality of the educational response provided and the attitudes of other actors. We conducted our observation of the UAM for the collection of information relating to the area, human resources, material resources and its functioning. Through a comparative analysis, we found that the performance quality of the UAM influences subjects' attitudes about educational inclusion of students with multiple disabilities in mainstream schools.
The Multiple Disabilities disturbance is characterized by the association of at least two types of disabilities, one of which affects intellectual components. Children with multiple disabilities show diverse difficulties, thus requiring a joint assessment and intervention of different professionals to achieve progress. The educational inclusion of students with this problem in mainstream schools is still a recent reality, which has been a great challenge for the professionals of education. In this context, the Specialised Support Units for the Education of Students with Multiple Disabilities (UAM) where created as an educational response in mainstream schools for children with this type of disturbance. To understand the problem of multiple disabilities and of the inclusive education of these students, it is important to know the attitudes evidenced by the various stakeholders in the process of teaching and learning. We try to analyze the attitudes of 93 subjects that participate in the educational community to the 5 UAM of this study belongs. We found that variables such as the functions performed, the academic degree and region influence the attitudes of the subjects. On the other hand, it is also important to check if there is a relationship between the quality of the educational response provided and the attitudes of other actors. We conducted our observation of the UAM for the collection of information relating to the area, human resources, material resources and its functioning. Through a comparative analysis, we found that the performance quality of the UAM influences subjects' attitudes about educational inclusion of students with multiple disabilities in mainstream schools.
Descrição
Orientação: Maria Cristina Gonçalves ; co-orientação: Pedro Sá-Couto
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, NECESSIDADES EDUCATIVAS ESPECIAIS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO INCLUSIVA, MULTIDEFICIÊNCIA, EDUCATION, SPECIAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, INCLUSIVE EDUCATION, MULTIPLE DISABILITIES