Atitudes dos Professores face à inclusão de alunos com Paralisia Cerebral em contexto de sala de aula
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2012
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A inclusão assume cada vez mais um papel importante na sociedade. Esta realidade confere responsabilidades acrescidas às escolas e em especial aos professores, nomeadamente no desenvolvimento de práticas e experiências que potenciem um processo de ensino-aprendizagem vocacionado para as particularidades de cada indivíduo.
Este estudo tem como objetivo averiguar como é que os professores promovem a inclusão de crianças com Paralisia Cerebral, em salas de ensino regular. Para este estudo foram inquiridos 92 professores, dos quais apenas 33 responderam ao inquérito por questionário, pelo que não podemos considerar a nossa amostra representativa.
Os professores da nossa amostra demonstram uma perceção positiva e favorável à inclusão dos alunos com PC, no ensino regular. No entanto, manifestam algumas preocupações em relação à implementação da inclusão destas crianças devido à falta de equipamento pedagógico, falta de técnicos e existência de barreiras arquitetónicas.
Os recursos existentes nas escolas não são suficientes para trabalhar com estas crianças. Mas, cada vez mais os professores têm atitudes positivas face à inclusão, adotando estratégias que consideram fundamentais para assegurar o sucesso educativo dos alunos com Paralisia Cerebral.
Inclusion has had an important place in society. This reality brings schools and most specially teachers an extra responsibility that plays an important role in the development of practices and experiences in the learning process of each individual. This survey has as its goal to understand how teachers promote integration of children With Cerebral Palsy in regular schools. Ninety-two teachers were enquired and only thirtythree of them answered the questionnaire, and so it cannot be considered a representative sample. The teachers who answered our survey all have a positive attitude pacing the inclusion of children with Cerebral Palsy, in general schools. However, they show some concern about the inclusion of these children due to the lack of pedagogical equipment, the lack of technical and architectural barriers. The resources at school are not enough to work with children with Cerebral Palsy. But, there is a positive thinking to end all forms of discrimination and promote the educational success of these children’s.
Inclusion has had an important place in society. This reality brings schools and most specially teachers an extra responsibility that plays an important role in the development of practices and experiences in the learning process of each individual. This survey has as its goal to understand how teachers promote integration of children With Cerebral Palsy in regular schools. Ninety-two teachers were enquired and only thirtythree of them answered the questionnaire, and so it cannot be considered a representative sample. The teachers who answered our survey all have a positive attitude pacing the inclusion of children with Cerebral Palsy, in general schools. However, they show some concern about the inclusion of these children due to the lack of pedagogical equipment, the lack of technical and architectural barriers. The resources at school are not enough to work with children with Cerebral Palsy. But, there is a positive thinking to end all forms of discrimination and promote the educational success of these children’s.
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Orientação: Rafael Silva Pereira
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, PARALISIA CEREBRAL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, CEREBRAL PALSY, SCHOOL INCLUSION