Atitude dos professores do 1º e 2º ciclos do ensino básico face à inclusão de alunos com dislexia no ensino regular
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2011
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Através dos tempos, a legislação que disciplina a Inclusão de alunos com deficiência nas escolas regulares, sofreu transformações que conduziram a uma crescente responsabilização dessas mesmas escolas, pela Inclusão destes alunos numa perspectiva de "Escola Para Todos".
Desta forma, este trabalho pretende apresentar um estudo sobre a inclusão de Disléxicos. O seu objectivo principal foi conhecer as atitudes dos professores, perante o factor inclusão, de alunos com Dislexia.
Tendo em conta os objectivos que regulam este estudo e fundamentam este trabalho, a selecção metodológica deliberada tem um carácter descritivo, no quadro do paradigma quantitativo. (Doyle, 1978), após uma recolha de dados por questionário triangulando-o com o paradigma qualitativo, uma vez que estamos convictos de que ― as técnicas triangulares nas Ciências Sociais visam explicar de maneira mais completa, a riqueza e complexidade do comportamento humano estudando-o desde mais que um ponto de vista‖ (Cohen e Manion, 1990:331).
A metodologia de triangulação com predominância das técnicas quantitativas foi aplicada a uma amostra constituída por docentes do 1º, 2º Ciclos, do concelho de Baião. Utilizamos como instrumento para a recolha de dados, um questionário com catorze perguntas fechadas, por nós elaborado, que foi preenchido individualmente pelos professores.
Posteriormente os resultados foram analisados para testar a hipótese descrita.
A análise dos resultados permitiu retirar as seguintes conclusões: 1) As atitudes dos docentes perante a integração de alunos disléxicos que afirmam que não criam dificuldades no processo de ensino/aprendizagem são mais favoráveis do que os docentes que acham que a integração desses alunos cria dificuldades no processo de ensino/aprendizagem; 2) Há uma maior percentagem de professores que consideram que a inclusão de alunos disléxicos tem como aspecto positivo a promoção de igualdade; 3) A proporção de docentes que concorda com alunos disléxicos na turma é significativamente mais elevada do que a proporção de docentes que não concordam com esses alunos na turma.
Se os professores concordam com os alunos disléxicos na turma, se promovem aspectos positivos tais como a igualdade, e se afirmam que os mesmos não causam dificuldades no processo de ensino aprendizagem, automaticamente apresentam uma atitude positiva favorecendo a inclusão do aluno em turmas regulares.
Through time, the legislation for inclusion of students with disabilities in regular schools has undergone transformations that have led to an increasing accountability of those schools, the inclusion of students in a ―School for All‖. Thus, this work intends to present a study on the inclusion of Dyslexics. Its main objective was to understand the attitudes of teachers, before the factor inclusion of students with dyslexia. Taking into account the objectives that govern this study and based this work, the deliberate selection methodology has a descriptive character, within the quantitative paradigm. (Doyle, 1978), after data collection by questionnaire triangulating it with the qualitative paradigm, since we are convinced that "the techniques triangular social sciences aim at explaining more fully the richness and complexity of studying human behavior it provided more than one point of view "(Cohen and Manion, 1990:331). The methodology of triangulation with the predominance of quantitative techniques has been applied to a sample of teachers of the 1st, 2nd cycles, the municipality of Baião. Used as a tool for data collection, a questionnaire with fourteen closed-ended questions, developed by us, which was completed by individual teachers. The data were analyzed to test the hypothesis described. The results allowed the following conclusions: 1) The attitudes of teachers towards the integration of dyslexic students who say they do not create difficulties in the teaching / learning are more favorable than those teachers who think that the integration of these students makes it difficult in the teaching / learning, 2) There is a higher percentage of teachers who said the inclusion of dyslexics has the positive promotion of equality; 3) The proportion of teachers who agree with dyslexic students in the class is significantly higher than that the proportion of teachers who do not agree with these students in the class. If teachers agree with dyslexic students in the class, whether they promote positive aspects such as equality, and argue that they do not cause difficulties in the teaching-learning process, automatically have a positive attitude favoring the inclusion of students in regular classes.
Through time, the legislation for inclusion of students with disabilities in regular schools has undergone transformations that have led to an increasing accountability of those schools, the inclusion of students in a ―School for All‖. Thus, this work intends to present a study on the inclusion of Dyslexics. Its main objective was to understand the attitudes of teachers, before the factor inclusion of students with dyslexia. Taking into account the objectives that govern this study and based this work, the deliberate selection methodology has a descriptive character, within the quantitative paradigm. (Doyle, 1978), after data collection by questionnaire triangulating it with the qualitative paradigm, since we are convinced that "the techniques triangular social sciences aim at explaining more fully the richness and complexity of studying human behavior it provided more than one point of view "(Cohen and Manion, 1990:331). The methodology of triangulation with the predominance of quantitative techniques has been applied to a sample of teachers of the 1st, 2nd cycles, the municipality of Baião. Used as a tool for data collection, a questionnaire with fourteen closed-ended questions, developed by us, which was completed by individual teachers. The data were analyzed to test the hypothesis described. The results allowed the following conclusions: 1) The attitudes of teachers towards the integration of dyslexic students who say they do not create difficulties in the teaching / learning are more favorable than those teachers who think that the integration of these students makes it difficult in the teaching / learning, 2) There is a higher percentage of teachers who said the inclusion of dyslexics has the positive promotion of equality; 3) The proportion of teachers who agree with dyslexic students in the class is significantly higher than that the proportion of teachers who do not agree with these students in the class. If teachers agree with dyslexic students in the class, whether they promote positive aspects such as equality, and argue that they do not cause difficulties in the teaching-learning process, automatically have a positive attitude favoring the inclusion of students in regular classes.
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Orientação: Rafael Silva Pereira
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EDUCAÇÃO, EDUCAÇÃO ESPECIAL, DISLEXIA, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, INCLUSÃO ESCOLAR, FORMAÇÃO DE PROFESSORES, EDUCATION, SPECIAL EDUCATION, DYSLEXIA, SCHOOL INCLUSION, TEACHERS EDUCATION