Inclusão de alunos com Síndrome de Asperger no Ensino Básico : perceções e práticas dos docentes
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2015
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No presente trabalho, dá-se a conhecer as perceções e as práticas pedagógicas dos docentes do ensino básico do Agrupamento de Escolas João Villaret, em Loures, no ano letivo de 2013/2014, face à inclusão de alunos com Síndrome de Asperger, aprofundando e ampliando, assim, os conhecimentos existentes acerca desta problemática.
Os dados resultam de um inquérito composto por vinte itens, num total de cinquenta e cinco questões. Participaram neste inquérito cinquenta e seis docentes dos 1.º, 2.º e 3.º ciclos do ensino básico.
Teve como objetivos perceber o que os docentes pensam sobre a inclusão de alunos com necessidades educativas especiais, e mais especificamente com Síndrome de Asperger, nas suas aulas, conhecer as medidas de diferenciação utilizadas pelos mesmos, assim como os aspetos facilitadores e os obstáculos identificados por estes professores no desenvolvimento do seu trabalho com esses alunos. Para isso, foi importante abordar outras questões como, por exemplo, a formação dos professores, a legislação de incidência na escolaridade de alunos com necessidades educativas especiais, o papel das TIC e dos diferentes intervenientes educativos.
Em suma, pretendeu-se com este trabalho contribuir para um melhor ensino-aprendizagem numa escola que se pretende inclusiva.
In the present work, we get to know the perceptions and the pedagogical practices of teachers of basic education of the Agrupamento de Escolas João Villaret, in Loures, in the academic year 2013/2014, as regards the inclusion of students with Asperger's Syndrome, deepening and expanding, therefore, the existing knowledge about this issue. The data result from a survey composed of twenty items, in a total of fifty-five questions. Participated in this investigation fifty-six teachers of first, second and third cycles of basic education. The main objectives of this study were understand what the teachers think about the inclusion of students with special educational needs, and more specifically with Asperger's Syndrome, in their classes, as well as knowing the measures of differentiation used by them and the facilitator‟s aspects and obstacles identified by these teachers in the development of their work with these students. For this reason, it was important to address other issues such as, among others, the training of teachers, the legislation that concerns the education of students with special educational needs, the role of ICT and the participation of the various actors in the educational process. In short, it is intended with this work to contribute to a better learning and teaching at a school that should and must be inclusive.
In the present work, we get to know the perceptions and the pedagogical practices of teachers of basic education of the Agrupamento de Escolas João Villaret, in Loures, in the academic year 2013/2014, as regards the inclusion of students with Asperger's Syndrome, deepening and expanding, therefore, the existing knowledge about this issue. The data result from a survey composed of twenty items, in a total of fifty-five questions. Participated in this investigation fifty-six teachers of first, second and third cycles of basic education. The main objectives of this study were understand what the teachers think about the inclusion of students with special educational needs, and more specifically with Asperger's Syndrome, in their classes, as well as knowing the measures of differentiation used by them and the facilitator‟s aspects and obstacles identified by these teachers in the development of their work with these students. For this reason, it was important to address other issues such as, among others, the training of teachers, the legislation that concerns the education of students with special educational needs, the role of ICT and the participation of the various actors in the educational process. In short, it is intended with this work to contribute to a better learning and teaching at a school that should and must be inclusive.
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Orientação: Nora Cavaco
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, ENSINO BÁSICO, PRIMARY EDUCATION, SÍNDROME DE ASPERGER, ASPERGER'S SYNDROME, EDUCAÇÃO, EDUCATION