Conceção de docentes de educação especial sobre práticas com alunos com medidas adicionais de apoio à aprendizagem e à inclusão
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2024
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O objetivo deste estudo foi analisar conceção de docentes de educação especial sobre práticas com alunos com medidas adicionais de apoio à aprendizagem e à inclusão. Entrevistámos cinco docentes de educação especial com experiência relevante na área. A análise das respostas permitiu-nos recolher informações sobre os desafios, solução práticas e obstáculos enfrentados por estes profissionais. Identificámos, através das respostas, lacunas em recursos humanos e materiais, bem como a necessidade de sensibilizar outros profissionais para ultrapassar resistências ao enquadramento jurídico atual e limitações de tempo. Das conceções destacamos a importância da colaboração, recursos qualificados e boas práticas para superar barreiras orçamentarias. A análise qualitativa, estruturada em categorias, revelou a complexidade do ambiente educacional. Os relatos apontaram desafios específicos que requerem colaboração efetiva e medidas para promover a inclusão. Portanto, a partir das respostas destacamos a necessidade de fortalecer a colaboração, superar desafios e promover uma educação mais integrada, reforçando compromisso com um ambiente educacional inclusivo. Reconhecemos as limitações deste estudo, baseados nas conceções de cinco docentes obtidas por entrevistas online, devido à restrição temporal do cronograma. Para uma investigação mais abrangente, sugerimos uma pesquisa mais ampla com envolvimento de mais docente. Futuras investigações poderão aprofundar estas questões. Palavras-chaves: Colaboração, Docentes de Educação Especial, Inclusão, Medidas Adicionais e Conceção sobre Práticas Educacionais
The aim of this study was to analyze special education teachers` conceptions of practices with students with additional measures to support learning and inclusion. We interviewed five special education teachers with relevant experience in the field. Analyzing the responses allowed us to gather information about the challenges, practical solutions and obstacles faced by these professionals. Through the responses, we identified gaps in human and material resources, as well as the need to sensitize other professionals to overcome resistance to the current legal framework and time constraints. Among the concepts, we highlight the importance of collaboration, qualified resources, and good practices to overcome budgetary barriers. The qualitative analysis, structured into categories, revealed the complexity of the educational environment. The reports pointed to specific challenges that require effective collaboration and measures to promote inclusion. Therefore, from the responses we highlight the need to strenghten collaboration, overcome challenges and promote a more integrated education, reinforcing commitment to an inclusive educational environment. We recognize the limitations of this study, based on the conceptions of five teachers obtained through online interviews, due to the time constraints of the schedule. For a more comprehensive investigation, we suggest a broader survey involving more teachers. Future research could delve deeper into these questions. Keywords: Collaboration, Special Education Teachers, Inclusion, Additional Measures and Conceptions of Educational Practices
The aim of this study was to analyze special education teachers` conceptions of practices with students with additional measures to support learning and inclusion. We interviewed five special education teachers with relevant experience in the field. Analyzing the responses allowed us to gather information about the challenges, practical solutions and obstacles faced by these professionals. Through the responses, we identified gaps in human and material resources, as well as the need to sensitize other professionals to overcome resistance to the current legal framework and time constraints. Among the concepts, we highlight the importance of collaboration, qualified resources, and good practices to overcome budgetary barriers. The qualitative analysis, structured into categories, revealed the complexity of the educational environment. The reports pointed to specific challenges that require effective collaboration and measures to promote inclusion. Therefore, from the responses we highlight the need to strenghten collaboration, overcome challenges and promote a more integrated education, reinforcing commitment to an inclusive educational environment. We recognize the limitations of this study, based on the conceptions of five teachers obtained through online interviews, due to the time constraints of the schedule. For a more comprehensive investigation, we suggest a broader survey involving more teachers. Future research could delve deeper into these questions. Keywords: Collaboration, Special Education Teachers, Inclusion, Additional Measures and Conceptions of Educational Practices
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EDUCATION, EDUCAÇÃO ESPECIAL, EDUCATIONAL PRACTICES, SCHOOL INCLUSION, TEACHERS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO ESPECIAL, PRÁTICAS EDUCATIVAS, INCLUSÃO ESCOLAR, PROFESSORES, Mestrado em Ciências da Educação - Educação Especial: Domínio Cognitivo e Motor