As unidades especializadas : a sua importância no processo de inclusão de alunos com multideficiência
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2013
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O trabalho de investigação que aqui apresentamos tem como domínio central o estudo das Unidades Especializadas no processo de inclusão dos alunos com multideficiência. A sua inclusão na escola regular coloca, a todos os envolvidos no seu processo de ensino, grandes desafios e dificuldades, não só consequência das suas caraterísticas e necessidades, mas também devido à falta ou escassa reestruturação das escolas, que não estão fisicamente e humanamente preparadas para receber plenamente estes alunos. Assim, procuramos investigar «quais os fatores envolvidos no desenvolvimento de práticas inclusivas nas Unidades de apoio especializado para a educação de alunos com multideficiência.
Mediante um estudo quantitativo e descritivo objetivámos analisar as atitudes inclusivas nas Unidades face às necessidades educativas dos alunos com multideficiência, no qual participaram 60 indivíduos.
Pela análise dos resultados, concluiu-se que os conceitos de multideficiência e inclusão não são universais e consensuais; que os docentes de educação especial são aqueles que dão mais importância aos fatores que promovem a inclusão dos alunos com multideficiência; que os mitos sobre a multideficiência e o processo de socialização foram considerados fatores que condicionam/dificultam este processo de inclusão; que os pais e assistentes operacionais são aqueles que consideram mais adequadas as infraestruturas, os recursos humanos e materiais das Unidades.
The research here presented has, as a central domain, the study of Specialized Units in the inclusion process of students with multiple disabilities. Their inclusion in regular school puts all of the involved in their teaching process challenges and difficulties, not only as a consequence of their characteristics and requirements, but also due to the lack or inadequate restructuring of schools that are not physically and humanly fully prepared to receive these students. Therefore, we try to investigate «which are the factors involved in the development of inclusive practices in specialized units to support students with multiple disabilities». Through a quantitative and descriptive study, we aimed to analyze the inclusive attitudes in the Units in face of the educational needs of students with multiple disabilities, in which 60 individuals participated. Based on these results, it was concluded that the concepts of multiple disability and inclusion are not universal and consensual; that special education teachers are those who give more importance to the factors that promote the inclusion of students with multiple disabilities; that myths about multiple disabilities and the socialization process were considered factors that influence/hinder this inclusion process; that parents and operational assistants are those who consider the infrastructures, human resources and Units materials as the more adequate.
The research here presented has, as a central domain, the study of Specialized Units in the inclusion process of students with multiple disabilities. Their inclusion in regular school puts all of the involved in their teaching process challenges and difficulties, not only as a consequence of their characteristics and requirements, but also due to the lack or inadequate restructuring of schools that are not physically and humanly fully prepared to receive these students. Therefore, we try to investigate «which are the factors involved in the development of inclusive practices in specialized units to support students with multiple disabilities». Through a quantitative and descriptive study, we aimed to analyze the inclusive attitudes in the Units in face of the educational needs of students with multiple disabilities, in which 60 individuals participated. Based on these results, it was concluded that the concepts of multiple disability and inclusion are not universal and consensual; that special education teachers are those who give more importance to the factors that promote the inclusion of students with multiple disabilities; that myths about multiple disabilities and the socialization process were considered factors that influence/hinder this inclusion process; that parents and operational assistants are those who consider the infrastructures, human resources and Units materials as the more adequate.
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Orientação : Isabel Maria Pereira Pinto
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, INCLUSÃO ESCOLAR, NECESSIDADES EDUCATIVAS ESPECIAIS, MULTIDEFICIÊNCIA, APOIO EDUCATIVO, EDUCATION, SCHOOL INCLUSION, SPECIAL EDUCATIONAL NEEDS, EDUCATIONAL SUPPORT, MULTIPLE DISABILITIES