Alunos com dificuldades de aprendizagem : estratégias inclusivas a utilizar pelos professores do 3º ciclo do Concelho da Nazaré
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2012
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Com este trabalho, pretendi realizar uma reflexão acerca da problemática dos alunos com dificuldades de aprendizagem e quais as estratégias inclusivas utilizadas pelos professores do terceiro ciclo do Concelho da Nazaré perante estes alunos.
A inclusão destes discentes na escola regular é fundamental para garantir que possam ser cidadãos de pleno direito, dando-lhes a oportunidade de ultrapassar as suas dificuldades e de desenvolver as suas capacidades. Porém, o ritmo de aprendizagem destas crianças é diferente do dos seus pares. Assim, quando confrontados com um aluno que apresente esta problemática, os professores devem implementar estratégias diferenciadas que promovam o seu sucesso escolar.
Numa primeira fase do trabalho, procurei apoio em diversos autores, de modo a melhor compreender a evolução do conceito de escola inclusiva, a inclusão dos alunos com necessidades educativas especiais, a relação dos professores com estes alunos e ainda o que são efetivamente as “dificuldades de aprendizagem”.
Numa fase posterior, procurei investigar através do inquérito por questionário se os professores utilizam estratégias inclusivas.
Verifiquei que embora os docentes defendam teoricamente a inclusão, sentem dificuldades, na implementação de estratégias inclusivas. É portanto necessário investir na sua formação, de modo que a plena inclusão escolar destes alunos seja uma realidade.
With this work, I wanted to make a reflection on the issue of students with learning disabilities and on which inclusive strategies the third cycle teachers of the Municipality of Nazareth use when faced with these students. The inclusion of these students in regular schools is critical to ensure that they can be full citizens, while giving them the opportunity not only to surpass their difficulties but also to develop their capacities. However, the learning rhythm of these children is different from their peers. Because of this, when confronted with a student who has this kind of problem, teachers ought to implement different strategies that promote their academic success. In the first phase of work, and in order to better understand the evolution of the concept of inclusive school, the inclusion of pupils with special educational needs, the relationship between teachers and these students and also to know what “learning disabilities” are effectively, I sought support from various authors. At a later stage, I investigated, through the questionnaire survey, whether or not teachers use inclusive strategies. I got to the conclusion that even though teachers theoretically uphold inclusion, in fact they have difficulty when it comes to implement inclusive strategies. It is, therefore, important to invest in their training to make sure that the full inclusion of these students is a reality.
With this work, I wanted to make a reflection on the issue of students with learning disabilities and on which inclusive strategies the third cycle teachers of the Municipality of Nazareth use when faced with these students. The inclusion of these students in regular schools is critical to ensure that they can be full citizens, while giving them the opportunity not only to surpass their difficulties but also to develop their capacities. However, the learning rhythm of these children is different from their peers. Because of this, when confronted with a student who has this kind of problem, teachers ought to implement different strategies that promote their academic success. In the first phase of work, and in order to better understand the evolution of the concept of inclusive school, the inclusion of pupils with special educational needs, the relationship between teachers and these students and also to know what “learning disabilities” are effectively, I sought support from various authors. At a later stage, I investigated, through the questionnaire survey, whether or not teachers use inclusive strategies. I got to the conclusion that even though teachers theoretically uphold inclusion, in fact they have difficulty when it comes to implement inclusive strategies. It is, therefore, important to invest in their training to make sure that the full inclusion of these students is a reality.
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Orientação: Luís Manuel de Sousa
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EDUCAÇÃO, EDUCAÇÃO ESPECIAL, NECESSIDADES EDUCATIVAS ESPECIAIS, DIFICULDADES DE APRENDIZAGEM, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO INCLUSIVA, EDUCATION, SPECIAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, LEARNING DISABILITIES, INCLUSIVE EDUCATION