As atitudes dos alunos do ensino básico e secundário face à inclusão dos seus pares com deficiência nas aulas de educação física : o contacto com a deficiência
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2016
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A escola atual encontra-se perante o desafio de responder com efetividade às necessidades educativas especiais de uma população cada vez mais heterogénea, onde se adote um modelo de atendimento adequado a cada um.
O presente estudo tem como objetivo analisar a atitude dos alunos face à inclusão dos seus pares com deficiência, determinando o modo como estas atitudes são influenciadas ou não pelo contacto ou ausência de contacto com alunos com NEE.
O estudo fundamenta-se na Teoria do Comportamento Planeado (TCP), o instrumento utilizado foi o questionário “A atitude dos alunos sobre a inclusão dos seus pares com deficiência” (Leitão, AID-EF, 2014) que tem como base a TCP (Ajzen, 1991).
No caso do nosso estudo, contámos com a participação de 2249 alunos (N= 1091 género feminino e N=1158 do género masculino), uma amostra distribuída pelo 2º e 3º ciclos e Secundário, dos distritos de Lisboa, Santarém e Setúbal.
As análises realizadas permitiram concluir que, no que se refere às nossas hipóteses de estudo, foi possível confirmar as hipóteses 1 (“Atitudes Comportamentais Favoráveis”), 4 (“Crenças de Controlo), 5 (“Crenças de Controlo Interno”) e 6 (“Crenças de Controlo Externo”), rejeitando assim as hipóteses 2 (“Atitudes Comportamentias Desfavoráveis”) e 3 (“Crenças Normativas”). Quanto às hipóteses confirmadas, em todas estas, de uma forma geral os valores apresentados são sempre superiores nas turmas sem contacto com alunos com NEE. Quanto às hipóteses rejeitadas, a hipótese 2 é possível afirmarmos que os valores são mais elevados nas turmas onde não há contacto com alunos com NEE. E por último, em relação à hipótese 3 é de salientar que os valores são idênticos em ambas as turmas, ou seja, com contacto ou sem contacto.
As análises realizadas permitiram concluir que, no que se refere às “atitudes favoráveis”, “crenças de controlo”, “crenças de controlo interno” e “crenças de controlo externo” variam significativamente com o contacto com alunos com NEE. Genericamente, concluiu-se que o contacto com alunos com NEE influencia positivamente o desenvolvimento de atitudes positivas em relação à inclusão, na mesma turma, de alunos sem e com NEE e que essas atitudes são sobretudo suportadas em valores como a tolerância e a aceitação da diferença, base de um ambiente de aprendizagem inclusivo.
The modern school faces the challenge of meeting, with affection, the educational needs particular to a heterogeneous population, in which the model of approach is suited to every individual. The following essay is aimed to study the attitude of students towards the inclusion of their disabled partners, determining the way such attitudes are influenced or not by having contact with SSN students. This essay is based on the Theory of Planned Behaviour (TBP), and the primary tool used was the questionnaire entitled “Students attitudes regarding the inclusing of their pairs with disabilities” (Leitão, AID-EF, 2014), which is also based on the TPB. In this study, 2249 students participated (1091 female students; 1158 male students). The sample was distributed by the 5th and 6th Grade; 7th, 8th and 9th Grade; and the 10th, 11th and 12th Grade of schools located in Lisbon, Santarém and Setúbal. The conducted research process led to further conclusions in relation to the study's hypotheses. Consequently, there was the possibility to confirm hypothesis 1 ("Favourable Behavioural Attitudes"), 4 ("Control's Beliefs"), 5 ("Internal Control's Beliefs") and 6 ("External Control's Beliefs), therefore rejecting hypothesis 2 ("Unfavourable Behavioural Attitudes") and 3 ("Normative Beliefs"). As of the confirmed assumptions, in general the presented values are always superior in classes without the contact with students who have SSN. In the other hand, as of the refuted conjectures, in hypothesis 2 we're able to confirm that these values are superior in classes without the relationship with SSN students, however, in hypothesis 3 it is noteworthy that the values are identical in both classes with contact or without contact with students with SSN. The evidences attained were the cornerstone to the following conclusions. In regard to ‘favourable attitudes’, ‘control beliefs’, ‘internal control beliefs’ e ‘external control beliefs’, there’s a significant variation when reaching students with SSN. In general, the relationship with those whom have SSN has a positive impact on the development of constructive posture respecting the inclusion aspect. In the same classroom both students with SSN and the rest have these attitudes which are based on values such as tolerance and the acceptance of difference, the foundation for a healthy educational and inclusive environment.
The modern school faces the challenge of meeting, with affection, the educational needs particular to a heterogeneous population, in which the model of approach is suited to every individual. The following essay is aimed to study the attitude of students towards the inclusion of their disabled partners, determining the way such attitudes are influenced or not by having contact with SSN students. This essay is based on the Theory of Planned Behaviour (TBP), and the primary tool used was the questionnaire entitled “Students attitudes regarding the inclusing of their pairs with disabilities” (Leitão, AID-EF, 2014), which is also based on the TPB. In this study, 2249 students participated (1091 female students; 1158 male students). The sample was distributed by the 5th and 6th Grade; 7th, 8th and 9th Grade; and the 10th, 11th and 12th Grade of schools located in Lisbon, Santarém and Setúbal. The conducted research process led to further conclusions in relation to the study's hypotheses. Consequently, there was the possibility to confirm hypothesis 1 ("Favourable Behavioural Attitudes"), 4 ("Control's Beliefs"), 5 ("Internal Control's Beliefs") and 6 ("External Control's Beliefs), therefore rejecting hypothesis 2 ("Unfavourable Behavioural Attitudes") and 3 ("Normative Beliefs"). As of the confirmed assumptions, in general the presented values are always superior in classes without the contact with students who have SSN. In the other hand, as of the refuted conjectures, in hypothesis 2 we're able to confirm that these values are superior in classes without the relationship with SSN students, however, in hypothesis 3 it is noteworthy that the values are identical in both classes with contact or without contact with students with SSN. The evidences attained were the cornerstone to the following conclusions. In regard to ‘favourable attitudes’, ‘control beliefs’, ‘internal control beliefs’ e ‘external control beliefs’, there’s a significant variation when reaching students with SSN. In general, the relationship with those whom have SSN has a positive impact on the development of constructive posture respecting the inclusion aspect. In the same classroom both students with SSN and the rest have these attitudes which are based on values such as tolerance and the acceptance of difference, the foundation for a healthy educational and inclusive environment.
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Orientação:
Francisco Alberto Ramos Leitão
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, INCLUSÃO ESCOLAR, NECESSIDADES EDUCATIVAS ESPECIAIS, ATITUDES, ESTUDOS DE CASO, PHYSICAL EDUCATION, SCHOOL INCLUSION, SPECIAL EDUCATIONAL NEEDS, ATITUDES, CASE STUDIES, DESPORTO, SPORT