Funções e tarefas do psicólogo na inclusão de alunos com dificuldade intelectual e desenvolvimental que têm currículo específico individual na perspetiva dos atores intervenientes no seu processo educativo: um estudo de caso múltiplo
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2015
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A escola inclusiva implica a existência de equipas de trabalho multidisciplinares. O psicólogo escolar é imprescindível nestas equipas, mas nem sempre os professores podem contar com a sua colaboração mesmo nos casos de maior complexidade.
Este estudo analisa as funções e tarefas do psicólogo percecionadas como necessárias nos processos educativos de alunos que têm Currículo Específico Individual, devido a Dificuldade Intelectual e Desenvolvimental, do ponto de vista dos diretores das escolas, psicólogos, diretores de turma, professores de educação especial, assistentes operacionais e encarregados de educação. Nesta investigação de natureza qualitativa, que abrangeu trinta e seis sujeitos, utilizam-se como instrumentos de recolha de dados a pesquisa documental e a entrevista semiestruturada.
Concluiu-se que: a inclusão destes alunos implica estratégias que promovam o seu desenvolvimento, que passa pela interação com os seus pares; no que diz respeito a esta investigação, estes alunos desenvolvem grande parte do seu currículo fora da turma a que pertencem; o enquadramento legislativo que dá suporte à inclusão é insuficiente relativamente às funções e tarefas dos psicólogos para o processo inclusivo destes alunos; a inexistência de um número adequado de psicólogos na escola e o vínculo não duradouro destes com o local de trabalho constituem as condicionantes à inclusão mais referidas pelos entrevistados, o que não permite que as funções e tarefas percecionadas como necessárias sejam desenvolvidas. Estas são: a colaboração do psicólogo nas reuniões de conselho de turma e com todos os intervenientes no processo destes alunos; o acompanhamento da sua avaliação; tal como a do aluno, com regularidade; a participação nas tomadas de decisão relacionadas com o seu percurso; orientação à família e outros elementos para que os alunos possam rentabilizar-se as capacidades evidenciadas; o desenvolvimento de competências específicas; o estabelecimento de interações com diferentes setores da comunidade, de modo a facilitar a elaboração do Plano Individual de Transição e posterior encaminhamento para a vida pós-laboral.
The inclusive school entails the existence of multidisciplinary work teams. The school psychologist is essential for these teams, but teachers can't always count on this cooperation even in more complex cases. This study analyses the psychologist's functions and tasks perfected as necessary in the educational process of students who have a Specific Individual Curriculum, due to their Intellectual and Developmental Difficulty, seen from the point of view of school directors, psychologists, class directors, special education teachers, operational assistants and parents/guardians. Having a qualitative nature, the instruments used to gather data are the documental research and the semi structured interview, which included thirty six subjects. The conclusion is that the inclusion of these students requires strategies which promote their development through the interaction with their peers; regarding this investigation, these students mostly develop their curriculum outside their class; the legal framework which supports the inclusion is insufficient for the psychologists functions and tasks to the inclusive process of these students; the inexistence of an appropriate number of psychologists at school and their not long-lasting link to their workplace constitute the most mentioned constraints to inclusion, not allowing the necessary functions and tasks to be developed. These are: psychologist's cooperation with the class council meetings and with all those involved in these students processes; regular follow-up on their evaluation; participation on decision making regarding their path; family orientation and other elements so that the capabilities shown can be made profitable; development of specific competences; establishment of interactions with different sectors of the community so as to elaborate the Individual Transition Plan and later referral to the after-labor life.
The inclusive school entails the existence of multidisciplinary work teams. The school psychologist is essential for these teams, but teachers can't always count on this cooperation even in more complex cases. This study analyses the psychologist's functions and tasks perfected as necessary in the educational process of students who have a Specific Individual Curriculum, due to their Intellectual and Developmental Difficulty, seen from the point of view of school directors, psychologists, class directors, special education teachers, operational assistants and parents/guardians. Having a qualitative nature, the instruments used to gather data are the documental research and the semi structured interview, which included thirty six subjects. The conclusion is that the inclusion of these students requires strategies which promote their development through the interaction with their peers; regarding this investigation, these students mostly develop their curriculum outside their class; the legal framework which supports the inclusion is insufficient for the psychologists functions and tasks to the inclusive process of these students; the inexistence of an appropriate number of psychologists at school and their not long-lasting link to their workplace constitute the most mentioned constraints to inclusion, not allowing the necessary functions and tasks to be developed. These are: psychologist's cooperation with the class council meetings and with all those involved in these students processes; regular follow-up on their evaluation; participation on decision making regarding their path; family orientation and other elements so that the capabilities shown can be made profitable; development of specific competences; establishment of interactions with different sectors of the community so as to elaborate the Individual Transition Plan and later referral to the after-labor life.
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Orientação: Maria Odete Emygdio da Silva
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, APOIO EDUCATIVO, NECESSIDADES EDUCATIVAS ESPECIAIS, PSICÓLOGOS, PSICOLOGIA EDUCACIONAL, EDUCAÇÃO INCLUSIVA, DIFICULDADES DE APRENDIZAGEM, PSICOLOGIA DO DESENVOLVIMENTO, EDUCATION, EDUCATIONAL SUPPORT, SPECIAL EDUCATIONAL NEEDS, PSYCHOLOGISTS, EDUCATIONAL PSYCHOLOGY, INCLUSIVE EDUCATION, LEARNING DISABILITIES, DEVELOPMENTAL PSYCHOLOGY