O trabalho cooperativo entre terapeutas da fala e docentes de educação especial: contributos para a inclusão de crianças e jovens com necessidades educativas especiais
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2015
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Partindo do pressuposto de que a Declaração de Salamanca (UNESCO, 1994), vem inserir um novo conceito de educação para todos, reconhecendo a lacuna educacional de assistência das pessoas com qualquer tipo de deficiência visto que estas tem o direito de expressar seus desejos com relação a educação apropriada as necessidades, aspirações e circunstâncias.
O presente estudo foi realizado através de um questionário por meio de vinte e três perguntas fechadas e uma pergunta aberta direcionados a Professores de Educação Especial e Terapeutas da Fala, com uma amostra de 100 profissionais que trabalham conjuntamente com crianças portadoras de Necessidades Educativas Especiais.
Esta pesquisa tem como objetivo perceber a atuação do professor de Educação Especial e do Terapeuta da Fala no ambiente escolar frente a uma criança portadora de NEE, visando os seus respetivos papéis na qualidade de cooperantes no desenvolvimento da aprendizagem com uma perspetiva de inclusão escolar, ou seja, permitir com que as crianças com Necessidades Educativas Especiais possam estar inseridas dentro de uma turma de ensino regular.
No primeiro capítulo iremos abordar uma pesquisa bibliográfica, na produção científica de muitos autores que têm vindo a trabalhar nesta área, partilhando cada vez mais informações acerca da Educação Especial e a Escola Inclusiva. Definiremos também as funções do Terapeuta da Fala e do Docente de Educação Especial como também o trabalho de colaboração desenvolvido entre eles.
No segundo capítulo, mostraremos todos os procedimentos metodológicos que se recorreu, para se recolher a informação necessária. Para além da descrição daqueles procedimentos, este capítulo engloba ainda, entre outros aspetos, informação relativa ao estudo propriamente dito como também os métodos de Análise de Dados e Resultados e apresentação e Interpretação dos Resultados.
No terceiro capítulo é feita a apresentação sistematizada dos dados recolhidos e, num segundo momento, a consequente discussão de resultados. Em seguida apresenta-se a conclusão, limitação do estudo e sugestões para continuidade do estudo. E na sequência são apresentadas as referências bibliográficas, apêndices, anexos, gráficos, tabelas e quadros contidos nesta investigação.
O instrumento de investigação foi um inquérito por questionário de forma a agregar perguntas de resposta fechada e resposta aberta, permitindo este questionar os docentes e terapeutas da fala sobre suas experiências.
Os resultados mostram que há alguns aspetos que o trabalho colaborativo entre terapeutas da fala e docentes de EE é de suma importância.
Na sua globalidade, os resultados obtidos revelam indicadores de qualidade, na linha das principais teorias defendidas na conspeção de literatura: no trabalho de cooperação entre profissionais de educação especial e os terapeutas da fala, no apoio a alunos com NEE.
É premissa do processo de inclusão efetiva que seja baseado no trabalho multidisciplinar, desenvolvido em equipa com todos os técnicos intervenientes no processo educativo. Pois somente um trabalho que tenha como finalidade a mudança de atitudes da sociedade em geral face à diferença poderá orientar a uma escola para todos.
Assuming that the Salamanca Statement (UNESCO, 1994), is entering a new concept of education for all, recognizing the educational gap for assistance by persons with any visa type of disability that they have the right to express their wishes regarding appropriate education needs, aspirations and circumstances. This study was conducted through a questionnaire by means of twenty-three closed questions and an open question directed to Special Education Teachers and Speech Therapists, with a sample of 100 professionals working together with children with Special Educational Needs. This research aims to understand the role of the teacher of Special Education and Speech Therapist at school in front of a child with special needs, aiming their respective roles as cooperating in the development of learning with a perspective of school inclusion, or is to allow that children with special educational needs can be inserted into a regular school. In the first chapter we discuss a literature search in scientific production of many authors who have been working in this area, sharing more and more information about Special Education and Inclusive School. Also define the functions of the Speech Therapist and Special Education Teacher as well as the collaborative work between them. In the second chapter, we will show all the methodological procedures that are appealed, to collect the necessary information. In addition to the description of those procedures, this chapter includes also among other things, information about the study itself as well as the data analysis methods and results and presentation and interpretation of results. The third chapter is made structured presentation of data collected and, secondly, the subsequent discussion of results. Then we present the conclusion of the study limitations and suggestions to continue the study. And following presents the bibliographical references, appendices, attachments, graphics, tables and charts contained in this research. The research instrument was a questionnaire in order to add questions of closed answer and open response, allowing this question teachers and speech therapists about their experiences.The results show that there are some aspects that collaborative work between speech therapists and EE of teachers is of paramount importance. Taken together, the results show quality indicators, in line with the main theories advocated in the literature: the cooperative work between special education teachers and speech therapists, support for student´s with SEN. It is the premise of effective inclusion process that is based on multidisciplinary work , developed a team with all the specialists involved in the educational process. For only work that has as its purpose the changing attitudes of society in general to the difference may direct a school for everyone.
Assuming that the Salamanca Statement (UNESCO, 1994), is entering a new concept of education for all, recognizing the educational gap for assistance by persons with any visa type of disability that they have the right to express their wishes regarding appropriate education needs, aspirations and circumstances. This study was conducted through a questionnaire by means of twenty-three closed questions and an open question directed to Special Education Teachers and Speech Therapists, with a sample of 100 professionals working together with children with Special Educational Needs. This research aims to understand the role of the teacher of Special Education and Speech Therapist at school in front of a child with special needs, aiming their respective roles as cooperating in the development of learning with a perspective of school inclusion, or is to allow that children with special educational needs can be inserted into a regular school. In the first chapter we discuss a literature search in scientific production of many authors who have been working in this area, sharing more and more information about Special Education and Inclusive School. Also define the functions of the Speech Therapist and Special Education Teacher as well as the collaborative work between them. In the second chapter, we will show all the methodological procedures that are appealed, to collect the necessary information. In addition to the description of those procedures, this chapter includes also among other things, information about the study itself as well as the data analysis methods and results and presentation and interpretation of results. The third chapter is made structured presentation of data collected and, secondly, the subsequent discussion of results. Then we present the conclusion of the study limitations and suggestions to continue the study. And following presents the bibliographical references, appendices, attachments, graphics, tables and charts contained in this research. The research instrument was a questionnaire in order to add questions of closed answer and open response, allowing this question teachers and speech therapists about their experiences.The results show that there are some aspects that collaborative work between speech therapists and EE of teachers is of paramount importance. Taken together, the results show quality indicators, in line with the main theories advocated in the literature: the cooperative work between special education teachers and speech therapists, support for student´s with SEN. It is the premise of effective inclusion process that is based on multidisciplinary work , developed a team with all the specialists involved in the educational process. For only work that has as its purpose the changing attitudes of society in general to the difference may direct a school for everyone.
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Orientação: Jorge Serrano
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO ESPECIAL, NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCAÇÃO INCLUSIVA, EDUCATION, SPECIAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, SPEECH THERAPY, INCLUSIVE EDUCATION