A inclusão de uma criança com autismo no ensino regular: perceção dos pais
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2023
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A inclusão escolar abrange ações culturais, pedagógicas, sociais e políticas, e o seu conceito implica criar oportunidades que garantam a todos o direito de aprenderem juntos no Ensino Regular, sem nenhum tipo de exclusão, prática que nem sempre é percebida nas escolas. Procurou-se assim conhecer a perceção dos pais relativamente à inclusão do filho com Transtorno do Espectro do Autismo no Ensino Regular. A investigação teve natureza qualitativa e recorreu-se à técnica de entrevista semiestruturada como instrumento de recolha de dados, que foram tratados utilizando a análise de conteúdo. O estudo permitiu verificar que, embora a inclusão tenha enquadramento legal, depende de vários outros fatores. Para alguns sujeitos, a perceção do processo de inclusão do filho está a correr bem, para outros, é necessário transpor muitas barreiras. A análise de dados indica que a inclusão está associada, principalmente: ao acolhimento afetivo do aluno na escola; às práticas pedagógicas significativas; à boa relação professor-aluno; à boa relação interpares; à motivação nas aprendizagens; à articulação entre todos os intervenientes; à implementação de medidas de suporte à aprendizagem adequadas; a adaptações curriculares; à valorização da heterogeneidade; à existência de estrutura da educação especial na escola; a práticas colaborativas em sala de aula; à formação e ao compromisso do professor com as aprendizagens do aluno. A intervenção precoce também esteve presente nas perceções dos sujeitos, sendo evidenciada como fator facilitador da inclusão. Um outro fator reside nas atitudes com que os atores educativos, a família e a sociedade a perspetivam.
Palavras-chave: Inclusão; família; perceção; autismo; expectativas
Ensuring a quality inclusive education for children with autism spectrum disorder (ASD) depends upon cultural, pedagogical, social and political actions. The idea of including individuals with ASD in public education settings implies setting up opportunities that fully include education alongside peers throughout the day, without any barriers to inclusion. This is a practice not always available at schools. For that matter, we sought to research the parents' perception regarding the inclusion of their children with ASD in general education. The educational research had a qualitative nature: it used the semi-structured interview technique as a data collection to achieve content analysis. Arguably, the study made it possible to verify that albeit the legal framework, the exclusion of individuals with ASD also laid on many other factors. For some of those interviewed, the perception of the practice of inclusion is doing well; for others, it is necessary to establish new practices to overcome many restrictive environments. Data analysis indicate that inclusion is mainly associated with (1) the affective reception of the student at school; (2) significant pedagogical practices; (3) a good teacher-student relationship; (4) a good relationship among peers; (5) the motivation in learning; (6) the inter-relationship between all parties; (7) the implementation of appropriate learning support measures; (8) curricular adaptations; (9) development of pedagogies in support of heterogeneity; (10) the existence of special education settings at school; (11) the development of collaborative practices in the classroom; (12) the training and the teacher's commitment to student learning. Early intervention was also in the mind of many parents as a factor that accelerates educational inclusion. Another important aspect is the approach of family members and educational professionals to the term “inclusion”. Keywords: Inclusion; family; perception; autism; expectations
Ensuring a quality inclusive education for children with autism spectrum disorder (ASD) depends upon cultural, pedagogical, social and political actions. The idea of including individuals with ASD in public education settings implies setting up opportunities that fully include education alongside peers throughout the day, without any barriers to inclusion. This is a practice not always available at schools. For that matter, we sought to research the parents' perception regarding the inclusion of their children with ASD in general education. The educational research had a qualitative nature: it used the semi-structured interview technique as a data collection to achieve content analysis. Arguably, the study made it possible to verify that albeit the legal framework, the exclusion of individuals with ASD also laid on many other factors. For some of those interviewed, the perception of the practice of inclusion is doing well; for others, it is necessary to establish new practices to overcome many restrictive environments. Data analysis indicate that inclusion is mainly associated with (1) the affective reception of the student at school; (2) significant pedagogical practices; (3) a good teacher-student relationship; (4) a good relationship among peers; (5) the motivation in learning; (6) the inter-relationship between all parties; (7) the implementation of appropriate learning support measures; (8) curricular adaptations; (9) development of pedagogies in support of heterogeneity; (10) the existence of special education settings at school; (11) the development of collaborative practices in the classroom; (12) the training and the teacher's commitment to student learning. Early intervention was also in the mind of many parents as a factor that accelerates educational inclusion. Another important aspect is the approach of family members and educational professionals to the term “inclusion”. Keywords: Inclusion; family; perception; autism; expectations
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Orientação : Francisco Alberto Ramos Leitão
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, AUTISMO, EDUCATION, INCLUSIVE EDUCATION, AUTISM, FAMILY, PERCEPTION, FAMÍLIA, PERCEÇÃO