A Inclusão de um aluno com Trissomia 21 no Ensino Regular : perceção dos pais e dos professores
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Data
2022
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O atual quadro científico, político e social associa o conceito de inclusão à educação de todos
os alunos em escolas do Ensino Regular, mas nem sempre se materializa na prática, apesar de
ser hoje um direito que assiste aos alunos. Esta investigação, de natureza qualitativa, tem como
objetivo analisar a perceção dos pais e dos professores de um aluno com Trissomia 21
relativamente à inclusão numa turma de 1.º ano do Ensino Regular. Como técnicas e
instrumentos de recolha de dados recorreu-se à pesquisa documental e à entrevista
semiestruturada. Os dados foram tratados através de análise documental e de conteúdo. O
estudo permitiu verificar que: embora as atitudes dos intervenientes pareçam ser favoráveis à
inclusão, as expectativas de alguns prendem-se com o conhecimento que têm da problemática,
e com preconceitos. Releva como dificuldades: necessidade de melhor articulação escola família; diferenciação pedagógica frágil; insuficiente formação de todos os intervenientes;
insuficiência/desadequação de recursos. O desempenho do aluno ficou aquém das suas
potencialidades, o que remete para a necessidade de (re)pensar aspetos a melhorar ao nível dos
procedimentos e da organização/gestão escolar. Sugerem-se estudos nesta área, com foco nas
práticas colaborativas (articulação Escola-Família, professores, alunos e comunidade).
The current scientific, political and social framework relates inclusion with the teaching of all students in the general schools. Even if enshrined in Law such students’ right does not always materialize in practice. This investigation, of qualitative nature, aimed at analysing the perceptions of the parents and teachers of a student with Down Syndrome relating to its inclusion in a 1st grade classroom of a standard school. Documentary research and semi structured interviews were used as data collection technics and instruments. The data processing was made through documentary and contents analysis. The study allowed to confirm that although the participants’ attitudes favour inclusion the expectations of a few follow from simple common knowledge subject to prejudice. The study reveals difficulties faced at several levels: school-family engagement, teaching differentiation, training of relevant participants and issues of capacity and adequacy of resources. The student’s achievement proved below its potential abilities calling to improvements needed on the procedures in place and on school organization and management. Further analysis in this field is warranted namely on the collaborative activities (joint involvement of school, family, teachers, students and social community).
The current scientific, political and social framework relates inclusion with the teaching of all students in the general schools. Even if enshrined in Law such students’ right does not always materialize in practice. This investigation, of qualitative nature, aimed at analysing the perceptions of the parents and teachers of a student with Down Syndrome relating to its inclusion in a 1st grade classroom of a standard school. Documentary research and semi structured interviews were used as data collection technics and instruments. The data processing was made through documentary and contents analysis. The study allowed to confirm that although the participants’ attitudes favour inclusion the expectations of a few follow from simple common knowledge subject to prejudice. The study reveals difficulties faced at several levels: school-family engagement, teaching differentiation, training of relevant participants and issues of capacity and adequacy of resources. The student’s achievement proved below its potential abilities calling to improvements needed on the procedures in place and on school organization and management. Further analysis in this field is warranted namely on the collaborative activities (joint involvement of school, family, teachers, students and social community).
Descrição
Orientação: Maria Odete Emygdio da Silva
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, INCLUSÃO ESCOLAR, TRISSOMIA 21, RELAÇÃO ESCOLA-FAMÍLIA, PERCEÇÃO, EDUCATION, TRISOMY 21, SCHOOL-FAMILY RELATIONSHIP, PERCEPTION