Atitude dos professores titulares de turma face à participação de alunos com multideficiência em sala de aula
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2012
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O presente trabalho tem como objetivo produzir contributos suscetíveis de melhorar a atitude dos professores titulares de turma face à participação de alunos com multideficiência na sua sala de aula. Pretende-se auxiliar os professores na análise da situação, identificando as situações problema e, a partir daí, desenvolver sugestões que os ajudem a tornar a escola mais inclusiva.
Foi utilizada uma metodologia qualitativa. A recolha de dados foi feita através de entrevistas estruturadas aos professores participantes: professores titulares de turma e docentes de educação especial que trabalham com alunos portadores desta problemática.
Os resultados deste estudo permitem concluir que os professores titulares de turma concordam com a inclusão, no entanto sentem dificuldades em lidar com os casos de alunos com multideficiência na sua sala nomeadamente falta de disponibilidade para responder adequadamente às necessidades dos alunos, dificuldades na planificação e na preparação de materiais adequados.
Como causas para as dificuldades sentidas, indicaram maioritariamente a falta de formação: tanto a nível da formação inicial como na formação contínua. Apontam também o elevado número de alunos por turma, a heterogeneidade das turmas e a falta de recursos humanos e materiais.
Os docentes de educação especial são de opinião que a falta de formação específica, o elevado número de alunos por turma, a heterogeneidade das turmas e as diferentes necessidades implícitas condicionam a atitude dos professores ao receberem alunos com multideficiência na sua turma. Por outro lado apontam também a falta de linhas orientadoras e a falta de articulação entre os técnicos que compõem a equipa.
Como sugestões de resolução do problema são indicadas a redução do número de alunos por turma, mais apoio docente e não docente dentro da sala de aula, novos modelos de organização da sala de aula e definição de estratégias de trabalho, o desenvolvimento de ações de sensibilização para a diferença e o aumento das oportunidades de relacionamento entre todos os alunos.
This paper aims to produce susceptible contributions to improve the attitude of class teachers against the participation of students with multiple disabilities in their classroom. It is intended to assist teachers in analyzing the situation, identifying problem situations and, from there, develop suggestions to help them make the school more inclusive. We used a qualitative methodology. Data collection was done through structured interviews with participating teachers: class teachers and special education teachers who work with students with this problem. The results of this study show that class teachers agree with the inclusion nevertheless find it difficult to deal with cases of students with multiple disabilities in their classroom including lack of readiness to respond adequately to the needs of students, difficulties in planning and preparation of suitable materials. The causes for the difficulties mostly indicated were the lack of training: both initial training and continuing training. Also indicate the high number of students per class, the heterogeneity of the groups and the lack of human and material resources. The special education teachers are of the opinion that the lack of specific training, the high number of students per class, the heterogeneity of the different classes and needs implied condition the attitude of teachers to receive students with multiple disabilities in your class. Moreover also highlight the lack of guidelines and lack of coordination between the technicians who make up the team. As suggestions for solving the problem, are indicated to reduce the number of students per class, plus supporting teaching and non-teaching staff in the classroom, new models of organization of the classroom setting and work strategies, the development of sensitization actions for the difference and the increased opportunities of relationship among all students.
This paper aims to produce susceptible contributions to improve the attitude of class teachers against the participation of students with multiple disabilities in their classroom. It is intended to assist teachers in analyzing the situation, identifying problem situations and, from there, develop suggestions to help them make the school more inclusive. We used a qualitative methodology. Data collection was done through structured interviews with participating teachers: class teachers and special education teachers who work with students with this problem. The results of this study show that class teachers agree with the inclusion nevertheless find it difficult to deal with cases of students with multiple disabilities in their classroom including lack of readiness to respond adequately to the needs of students, difficulties in planning and preparation of suitable materials. The causes for the difficulties mostly indicated were the lack of training: both initial training and continuing training. Also indicate the high number of students per class, the heterogeneity of the groups and the lack of human and material resources. The special education teachers are of the opinion that the lack of specific training, the high number of students per class, the heterogeneity of the different classes and needs implied condition the attitude of teachers to receive students with multiple disabilities in your class. Moreover also highlight the lack of guidelines and lack of coordination between the technicians who make up the team. As suggestions for solving the problem, are indicated to reduce the number of students per class, plus supporting teaching and non-teaching staff in the classroom, new models of organization of the classroom setting and work strategies, the development of sensitization actions for the difference and the increased opportunities of relationship among all students.
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Orientação: Jorge Melo Serrano
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EDUCAÇÃO, EDUCAÇÃO ESPECIAL, MULTIDEFICIÊNCIA, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, NECESSIDADES EDUCATIVAS ESPECIAIS, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, MULTIPLE DISABILITIES, SPECIAL EDUCATIONAL NEEDS, SCHOOL INCLUSION