Um olhar sobre a inclusão educativa : conceções dos professores do ensino secundário
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Data
2016
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University of Lusophone Humanities and Technology
Resumo
O direito à educação e oportunidade de acesso e sucesso no ensino secundário (ES) para os alunos com necessidades educativas especiais (NEE) foi adquirido com os diplomas normativos publicados em 2012. Esta nova legislação que decreta a obrigatoriedade de frequência de alunos com NEE no ES suscita interrogações e desafios para os docentes deste nível de ensino. Este artigo apresenta os resultados de um inquérito por questionário, elaborado propositadamente para uma investigação no âmbito do mestrado em Educação Especial, com o intuito de apreender as conceções dos professores do ES face à inclusão dos alunos com NEE no ES. O estudo realizado, de natureza quantitativa, contou com a participação de professores do ES do distrito de Lisboa (N=130), 81% do género feminino e 45% dos professores entre os 41 e os 50 anos de idade. 63% concordam com a frequência dos alunos com NEE no ES; 56% consideram adequada a diversificação de estratégias de ensino na mesma sala de aula; 52% afirmam que os alunos com NEE e com currículo específico individual (CEI) devem permanecer 80% do tempo letivo nos Centros de Recursos para a Inclusão (CRI). Os resultados da análise das variáveis demográficas não se revelaram correlacionadas com as respostas dadas. Conclui-se desta investigação que os professores têm um discurso inclusivo com algumas incongruências, no que diz respeito ao que defendem e ao papel fulcral que desempenham para o sucesso da inclusão.
The right to education and opportunity to access and success in secondary education (SE) for students with special educational needs (SEN) was acquired with the regulatory instruments published in 2012. This new legislation decrees the compulsory attendance of students with SEN in SE raises questions and challenges for the teachers of this school level. This article presents the results of a survey, designed purposely for an investigation under the master’s degree in Special Education, in order to apprehend the conceptions of SE teachers towards the inclusion of pupils with SEN in SE. The study, quantitative, with the participation of SE teachers in the district of Lisbon (N = 130), 81% female and 45% of teachers between 41 and 50 years old. 63% agree with the frequency of students with SEN in SE; 56% consider appropriate diversification of teaching strategies in the same classroom; 52% say that students with SEN and individual specific curriculum (CEI) should remain 80% of school time in the Resources for Inclusion Centers (CRI). The results of the analysis of demographic variables were not revealed correlated with the answers given. The conclusion of this research that teachers have an inclusive discourse with some inconsistencies, in regard to the argument and the key role they play in the success of inclusion.
The right to education and opportunity to access and success in secondary education (SE) for students with special educational needs (SEN) was acquired with the regulatory instruments published in 2012. This new legislation decrees the compulsory attendance of students with SEN in SE raises questions and challenges for the teachers of this school level. This article presents the results of a survey, designed purposely for an investigation under the master’s degree in Special Education, in order to apprehend the conceptions of SE teachers towards the inclusion of pupils with SEN in SE. The study, quantitative, with the participation of SE teachers in the district of Lisbon (N = 130), 81% female and 45% of teachers between 41 and 50 years old. 63% agree with the frequency of students with SEN in SE; 56% consider appropriate diversification of teaching strategies in the same classroom; 52% say that students with SEN and individual specific curriculum (CEI) should remain 80% of school time in the Resources for Inclusion Centers (CRI). The results of the analysis of demographic variables were not revealed correlated with the answers given. The conclusion of this research that teachers have an inclusive discourse with some inconsistencies, in regard to the argument and the key role they play in the success of inclusion.
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Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, NECESSIDADES EDUCATIVAS ESPECIAIS, CURRÍCULOS ESCOLARES, EDUCAÇÃO INCLUSIVA, PROFESSORES, ENSINO SECUNDÁRIO, EDUCATION, SPECIAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, SCHOOL CURRICULA, INCLUSIVE EDUCATION, TEACHERS, SECONDARY EDUCATION, SDG 10 - Reduced Inequalities
Citação
Costa, G & Sanches, I 2016, 'Um olhar sobre a inclusão educativa : conceções dos professores do ensino secundário', Revista Lusófona de Educação, vol. 34, no. 34, pp. 161-179.