Colaboração entre famílias de crianças com necessidades educativas especiais e os docentes
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2014
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Este trabalho pretende fazer um estudo sobre a colaboração existente entre famílias
de crianças com necessidades educativas especiais e os docentes, onde se equacionam as
semelhanças e diferenças entre a escola e a família e se apela à compreensão mútua em prol
de um bem maior, o sucesso educativo da criança. Apelando à compreensão mútua para a
corresponsabilização de pais e docentes em todo o processo educativo.
A investigação parte da identificação dos conceitos centrais que emergem da
colaboração sustentada em referenciais teóricos de investigadores e pedagogos que se têm
debruçado nas temáticas do envolvimento parental em geral e do envolvimento parental na
especificidade das situações de pais de crianças com necessidades educativas especiais.
Para tentar percepcionar e compreender quando e como colaboram os pais e os
docentes, bem como se existe motivação que leve a estabelecer e manter uma boa relação
entre ambos, utilizámos a metodologia de inquérito por questionário. Para este estudo de
natureza quantitativa, procedemos à recolha de dados através de dois questionários distintos,
um destinado aos pais/ EE de crianças com necessidades educativas especiais e outro aos
docentes, como forma de poder fazer o cruzamento de duas perspectivas distintas e enriquecer
o conteúdo da nossa investigação.
Verificámos, a partir do tratamento dos dados, que a colaboração entre a família e os
docentes, tendo em conta a criança com necessidades educativas especiais, ainda é uma
problemática real que necessita de mudanças de práticas e atitudes, necessita de investimento
em educação e formação de pais e professores e, necessita, fundamentalmente, de
regularização da comunicação entre ambas as partes para que se possa estabelecer uma
relação eficiente e positiva para o principal beneficiário, a criança com necessidades
educativas especiais.
This work aims to make a study of the collaboration between families of children with special educational needs and teachers, where equate the similarities and differences between school and family and calling for mutual understanding in favor of a greater good, the educational success of the child. Appealing to mutual understanding for the coresponsibility of parents and teachers throughout the education process. The research part of identifying the core concepts that emerge from the theoretical frameworks sustained collaboration of researchers and educators who have focused on the theme of parental involvement in general and parental involvement in the specific circumstances of parents of children with special educational needs. To try to perceive and understand when and how to collaborate parents and teachers as well as whether there is motivation that leads to establish and maintain a good relationship between them, we used the methodology of questionnaire survey. For this quantitative study, we collect data through two separate questionnaires, one aimed at parents/ EE of children with special educational needs and other faculty members , in order to be able to make the crossing of two different perspectives and enrich content of our investigation . Noticed, from the processing of data, the collaboration between the family and teachers, taking into account the child with special educational needs, is still a real problem that requires changes in practices and attitudes, needs investment in education and training parents and teachers, need, fundamentally, regularization of communication between both partes so that they can establish an efficient and positive relationship to the primary beneficiary, the child with special educational needs .
This work aims to make a study of the collaboration between families of children with special educational needs and teachers, where equate the similarities and differences between school and family and calling for mutual understanding in favor of a greater good, the educational success of the child. Appealing to mutual understanding for the coresponsibility of parents and teachers throughout the education process. The research part of identifying the core concepts that emerge from the theoretical frameworks sustained collaboration of researchers and educators who have focused on the theme of parental involvement in general and parental involvement in the specific circumstances of parents of children with special educational needs. To try to perceive and understand when and how to collaborate parents and teachers as well as whether there is motivation that leads to establish and maintain a good relationship between them, we used the methodology of questionnaire survey. For this quantitative study, we collect data through two separate questionnaires, one aimed at parents/ EE of children with special educational needs and other faculty members , in order to be able to make the crossing of two different perspectives and enrich content of our investigation . Noticed, from the processing of data, the collaboration between the family and teachers, taking into account the child with special educational needs, is still a real problem that requires changes in practices and attitudes, needs investment in education and training parents and teachers, need, fundamentally, regularization of communication between both partes so that they can establish an efficient and positive relationship to the primary beneficiary, the child with special educational needs .
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Orientação: Nora Cavaco
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, EDUCAÇÃO, EDUCATION