Algumas perspetivas de inclusão : o caso de pais e docentes de um aluno com espectro do autismo no ensino secundário
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Este estudo, realizado no âmbito do Mestrado em Ciências da Educação - Educação Especial: Domínio Cognitivo e Motor, tem como objetivo compreender as perceções de pais e docentes acerca da inclusão de um aluno com Perturbação do Espectro do Autismo (PEA) no ensino secundário. A investigação focou-se nas principais dificuldades e barreiras enfrentadas por este aluno, assim como nos fatores facilitadores que contribuem para uma inclusão escolar mais eficaz e abrangente. A motivação para a realização deste estudo surge da experiência pessoal da autora, natural do Brasil, e do seu interesse em compreender a realidade da inclusão escolar em Portugal. Adotando uma abordagem qualitativa, o estudo recorreu a entrevistas semiestruturadas e à análise de conteúdo para explorar as perceções dos envolvidos no processo inclusivo. A transição para o ensino secundário é identificada como um momento crítico para alunos com PEA, destacando-se a importância da colaboração entre pais, docentes e toda a comunidade escolar, com o intuito de promover um desenvolvimento integral e adaptado às necessidades específicas desses alunos. Este trabalho pretende contribuir para a compreensão das necessidades destes estudantes e sugerir práticas pedagógicas mais inclusivas e eficazes, de forma a garantir uma inclusão escolar plena e de qualidade.
This study, conducted within the framework of the Master's in Educational Sciences – Special Education: Cognitive and Motor Domain, aims to understand the perceptions of parents and teachers regarding the inclusion of a student with Autism Spectrum Disorder (ASD) in secondary education. The research focuses on the main difficulties and barriers faced by this student, as well as the facilitating factors that contribute to a more effective and comprehensive school inclusion. The motivation for conducting this study arises from the author’s personal experience, as a native of Brazil, and her interest in understanding the reality of school inclusion in Portugal. Adopting a qualitative approach, the study used semi-structured interviews and content analysis to explore the perceptions of those involved in the inclusive process. The transition to secondary education is identified as a critical moment for students with ASD, highlighting the importance of collaboration between parents, teachers, and the entire school community in order to promote integral development tailored to the specific needs of these students. This work aims to contribute to the understanding of the needs of these students and suggest more inclusive and effective pedagogical practices, ensuring full and quality school inclusion.
This study, conducted within the framework of the Master's in Educational Sciences – Special Education: Cognitive and Motor Domain, aims to understand the perceptions of parents and teachers regarding the inclusion of a student with Autism Spectrum Disorder (ASD) in secondary education. The research focuses on the main difficulties and barriers faced by this student, as well as the facilitating factors that contribute to a more effective and comprehensive school inclusion. The motivation for conducting this study arises from the author’s personal experience, as a native of Brazil, and her interest in understanding the reality of school inclusion in Portugal. Adopting a qualitative approach, the study used semi-structured interviews and content analysis to explore the perceptions of those involved in the inclusive process. The transition to secondary education is identified as a critical moment for students with ASD, highlighting the importance of collaboration between parents, teachers, and the entire school community in order to promote integral development tailored to the specific needs of these students. This work aims to contribute to the understanding of the needs of these students and suggest more inclusive and effective pedagogical practices, ensuring full and quality school inclusion.