A atitude dos alunos em relação à inclusão nas aulas de Educação Física: as estratégias de cooperação centradas na relação
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Data
2014
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Resumo
O presente estudo teve por objectivo
investigar se o uso de estratégias cooperativas
centradas na relação
,
se relaciona positivamente com as
crenças comportamentais
favoráve
is
e
desfavoráveis
, com as crenças
normativas e
com as crenças de controlo
interno e externo
dos
alunos em relação à inclusão dos seus pares com deficiência nas aulas de educação física. A
amostra foi constituída por 2094 participantes, alunos do 1º, 2º e
3º ciclo do ensino básico e
do ensino
secundário de 12 escolas do conc
elho de Lisboa. 1074
alunos
eram do
género
masculino e
a idade dos inquiridos variou en
tre os 9 e os 21 anos de idade.
Para recolher os
dados foram utilizados dois questionários, “
A atit
ude dos alunos sobre a inclusão
d
os seus
pares com deficiência”
e “
Escala de Competição/Cooperação”
. Os resultados apontaram
existir uma correlação significativa entre as estratégias cooperativas centradas na relação e
crenças comportamentais favoráveis, c
renças comportamentais desfavoráveis, crenças
normativas, crenças de controlo interno e crenças de controlo externo, sendo no entanto
negativamente nas crenças desfavoráveis.
Os resultados também indica
m que
as estratégias
cooperativas centradas na relação
são fundamentais para a criação de um trabalho em
conjunto e de uma colaboração entre todos o que irá ajudar a incluir todos os alunos numa
determinada tarefa. Através dos resultados conclui
-
se ainda que as crenças comportamentais
favoráveis mostram que a
inclusão
de
alunos com deficiência nas turmas é benéfico para
todos
, assim como, que as crenças comportamentais desfavoráveis mostram que
a presença de
alunos com
necessidades
educativas
especiais
nas turmas não prejudica o clima de aula nem a
aprendizage
m dos alunos ditos normais
. As crenças normativas mostram
que os alunos sem
deficiência valorizam a presença de alunos com
n
ecessidades educativas especiais
nas suas
turmas, ou seja a sua inclusão, sem estes prejudicarem o normal funcionamento das aulas, o
que está comprovado nos resultados. Por fim os resultados também indicam que as crenças de
controlo interno mostram
que os alunos sem deficiência ajudam os alunos com
necessidades
educativas
especiais
dentro e fora da escola
, mas com valores mais elevados
dentro,
e que
as
crenças de controlo externo provam que
sempre que necessário deve haver um ajuste no
currículo e nas actividades dos alunos com
necessidades
educativas
especiais
The present study aimed to investigate if the use of cooperative strategies centered on the relationship i s positively related to favorable and unfavorable behavioral beliefs, normative beliefs and with the beliefs of internal and external control of the students, towards inclusion of peers with disabilities in physical education classes. The sample consisted of 2094 participants, students of 1st, 2nd and 3rd cycle of basic education and secondary education in 12 schools in the municipality of Lisbon. 1074 students were male and the age of the respondents ranged between 9 and 21 years old. To collect data two q uestionnaires were used, "The attitude of the students on the inclusion of peers with disabilities" and "Scale Competition / Cooperation". The results/ answers showed there was a significant correlation between cooperative strategies focused on relationshi p and favorable behavioral beliefs, unfavorable behavioral beliefs, normative beliefs, beliefs of internal and external control, despite being negatively in unfavorable beliefs. The results/ answers also indicate that cooperative strategies centered on rel ationships are fundamental to the creation of a joint effort and collaboration of everybody and this will help to include all students in a given task. From th e results it is also concluded that the favorable behavioral beliefs show that the inclusion of s tudents with disabilities in classrooms is beneficial for all, as well as the unfavorable behavioral beliefs show that the presence of students with special needs in classrooms does not affect the climate in the classroom or the learning of so - called norma l students. The normative be liefs show that students without disabilities value the presence of students with special educational needs in their classes, ie their inclusion without harming the normal work of these classes, which is proven in the results. F inally the results also indicate that internal control beliefs show that students without disabilities help students with special educational n eeds within and outside the school, but with higher values within, and external control beliefs prove that whenever necessary there should be an adjustment in the curriculum and activities for students with special educational needs.
The present study aimed to investigate if the use of cooperative strategies centered on the relationship i s positively related to favorable and unfavorable behavioral beliefs, normative beliefs and with the beliefs of internal and external control of the students, towards inclusion of peers with disabilities in physical education classes. The sample consisted of 2094 participants, students of 1st, 2nd and 3rd cycle of basic education and secondary education in 12 schools in the municipality of Lisbon. 1074 students were male and the age of the respondents ranged between 9 and 21 years old. To collect data two q uestionnaires were used, "The attitude of the students on the inclusion of peers with disabilities" and "Scale Competition / Cooperation". The results/ answers showed there was a significant correlation between cooperative strategies focused on relationshi p and favorable behavioral beliefs, unfavorable behavioral beliefs, normative beliefs, beliefs of internal and external control, despite being negatively in unfavorable beliefs. The results/ answers also indicate that cooperative strategies centered on rel ationships are fundamental to the creation of a joint effort and collaboration of everybody and this will help to include all students in a given task. From th e results it is also concluded that the favorable behavioral beliefs show that the inclusion of s tudents with disabilities in classrooms is beneficial for all, as well as the unfavorable behavioral beliefs show that the presence of students with special needs in classrooms does not affect the climate in the classroom or the learning of so - called norma l students. The normative be liefs show that students without disabilities value the presence of students with special educational needs in their classes, ie their inclusion without harming the normal work of these classes, which is proven in the results. F inally the results also indicate that internal control beliefs show that students without disabilities help students with special educational n eeds within and outside the school, but with higher values within, and external control beliefs prove that whenever necessary there should be an adjustment in the curriculum and activities for students with special educational needs.
Descrição
Orientação: Francisco Ramos Leitão
Palavras-chave
EDUCAÇÃO FÍSICA, DESPORTO, NECESSIDADES EDUCATIVAS ESPECIAIS, INCLUSÃO SOCIAL, COOPERAÇÃO, EDUCAÇÃO INCLUSIVA, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, SPORT, PHYSICAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, SOCIAL INCLUSION, COOPERATION, INCLUSIVE EDUCATION