Qualidade inclusiva da escola : representações da comunidade educativa de uma escola frequentada por um aluno com Síndroma de Asperger
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Data
2016
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Editora
University of Lusophone Humanities and Technology
Resumo
A inclusão escolar, nomeadamente de alunos mais vulneráveis, como aqueles com Síndroma de Asperger (SA), requer acompanhamento metódico, para que a intervenção melhore de modo sustentado. Por isso, com base na exploração das representações da comunidade educativa, questionámos a qualidade inclusiva de uma escola frequentada por um aluno com SA. Na definição das questões específicas teve-se como referência o modelo de escola inclusiva de Ainscow e Booth (2002) e as necessidades educativas dos alunos com SA (Attwood, 2000). Optou-se por estudo de caso, em uma escola escolhida por conveniência; participaram 3 turmas, 3º ciclo, a do 9º com um aluno com SA (Pedro), e adultos significativos no seu processo de inclusão. Usou-se questionário, entrevista, teste sociométrico e análise documental. As representações não ofereceram um retrato plano, nem consensual, da qualidade inclusiva da escola: prevalece uma imagem positiva, mas limitada pela representação do Pedro e pelo seu lugar isolado na estrutura de afinidades da turma. As práticas, por sua vez, integram aspetos valiosos, mas apresentam insuficiente definição em qualquer das fontes consideradas. Assim, concluímos que, apesar da atitude e de algumas práticas inclusivas da escola, a intervenção profissional não se afigura suficientemente robusta no seu planeamento e ação. Por isso, avançamos recomendações nos domínios do planeamento da capacitação social dos alunos com SA, da educação cidadã de todos os alunos e da formação dos profissionais.
School inclusion, especially of vulnerable students, such as those with Asperger syndrome (AS), requires methodical accompaniment to the intervention improve in a sustained way. Therefore, based on the exploitation of representations of the educational community, we questioned the inclusive quality of a school attended by a student with AS. In defining the specific issues up was based on the inclusive school model of Ainscow e Booth (2002) and the educational needs of students with AS (Attwood, 2000). We chose a case study in a school chosen for convenience; participated three classes of the 3rd cycle, the 9th grade attended by a student with AS (Pedro), and significant adults in his process of inclusion. It used questionnaire, interview, sociometric test and document analysis. Representations have not offered a picture plane, nor consensual, of inclusive school quality: prevails a positive image, but limited by the Pedro representation`s and his isolated place in the affinity structure of class. The practices, in turn, comprises valuable aspects but are insufficiently defined in any of considered sources. Thus, we conclude that, despite the attitude and some school inclusive practices, professional intervention does not seem strong enough in their planning and action. Therefore, advance planning recommendations in the areas of social skills of students with AS, the civic education of all students and training of professionals.
School inclusion, especially of vulnerable students, such as those with Asperger syndrome (AS), requires methodical accompaniment to the intervention improve in a sustained way. Therefore, based on the exploitation of representations of the educational community, we questioned the inclusive quality of a school attended by a student with AS. In defining the specific issues up was based on the inclusive school model of Ainscow e Booth (2002) and the educational needs of students with AS (Attwood, 2000). We chose a case study in a school chosen for convenience; participated three classes of the 3rd cycle, the 9th grade attended by a student with AS (Pedro), and significant adults in his process of inclusion. It used questionnaire, interview, sociometric test and document analysis. Representations have not offered a picture plane, nor consensual, of inclusive school quality: prevails a positive image, but limited by the Pedro representation`s and his isolated place in the affinity structure of class. The practices, in turn, comprises valuable aspects but are insufficiently defined in any of considered sources. Thus, we conclude that, despite the attitude and some school inclusive practices, professional intervention does not seem strong enough in their planning and action. Therefore, advance planning recommendations in the areas of social skills of students with AS, the civic education of all students and training of professionals.
Descrição
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, NECESSIDADES EDUCATIVAS ESPECIAIS, CURRÍCULOS ESCOLARES, EDUCAÇÃO INCLUSIVA, SÍNDROME DE ASPERGER, QUALIDADE DA EDUCAÇÃO, EDUCATION, SPECIAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, SCHOOL CURRICULA, INCLUSIVE EDUCATION, ASPERGER'S SYNDROME, EDUCATION QUALITY, SDG 10 - Reduced Inequalities
Citação
Carita, A & Carvalho, C L E 2016, 'Qualidade inclusiva da escola : representações da comunidade educativa de uma escola frequentada por um aluno com Síndroma de Asperger', Revista Lusófona de Educação, vol. 34, no. 34, pp. 107-126.