A inclusão de alunos com síndrome de asperger: um estudo de caso
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Data
2014
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A pesquisa destinou-se a avaliar a qualidade inclusiva de uma escola do ensino
regular frequentada por um aluno com síndrome de asperger. Pretendeu-se
compreender do ponto de vista de alunos e adultos significativos, de que forma e com
que resultados estava a escola a incluir os seus alunos, em especial o aluno com
síndrome de asperger.
O estudo configurou uma metodologia de estudo de caso tendo envolvido a) 3
turmas do 3º ciclo, onde se inclui um aluno com síndrome de asperger, a quem demos
o nome de Pedro e b) alguns adultos significativos no processo de inclusão do Pedro,
a saber: psicóloga educacional, diretora de turma, a professora de educação especial
e a mãe. A recolha de dados assentou fundamentalmente em questionário fechado
(alunos), entrevistas semi-estruturadas (adultos e Pedro) e análise documental.
Os resultados obtidos, por referência ao modelo de Ainscow & Booth (2002)
permitem concluir que a maioria dos alunos avalia positivamente a qualidade inclusiva
da sua escola, devendo sublinhar-se que tal não é a perspetiva do Pedro no que a si
se refere, particularmente no que respeita à recetividade dos colegas. Os adultos, e
em referência ao mesmo modelo, tendem a apresentar uma visão da qualidade
inclusiva da escola mais positiva do que negativa. Os resultados mostram ainda, por
referência às recomendações de Attwood (2000) que a escola não se apresenta
suficientemente competente, e portanto inclusiva, no que respeita a uma resposta
intencional, planeada e estruturada às necessidades educativas do Pedro. Deste
modo a resposta à nossa questão geral não é linear, pois os resultados mostram
indicadores melhor conseguidos, e outros menos conseguidos e alguma variedade na
perspetiva dos participantes.
The research was intended to assess the inclusiveness quality of a regular school, frequented by a student with asperger’s syndrome. With the research it was intended to understand from the point of view of students and significant adults, how and which results the school was including their students, especially the student with asperger’s syndrome. The study configured a case study methodology, involving a) 3 classes of Portuguese 3rd cycle grade, which includes a student with asperger’s syndrome, whom we named Pedro and b) some significant adults in the inclusion process of Pedro, namely: educational psychologist, director of class, the special education teacher and the mother. Data collection was based primarily on closed questionnaire (students), semi-structured interviews (adults and Peter) and in documentary analysis. The results obtained, by reference the Ainscow & Booth (2002) model, showed that the majority of students evaluates the inclusiveness quality of their school positively, should be noted that this is not the perspective of what Peter refers to himself particularly regarding the receptivity of colleagues. The adults, by the same model, tend to have a more positive than negative vision of inclusiveness quality of school. The results also show, by reference to the recommendations of Attwood (2000) that the school does not have sufficient competence, therefore inclusiveness, in order to offer an intentional response, planned and structured to meet the educational needs of Pedro. Thus, the answer to our general question is not linear, since were obtained more and less successful results, regarding its indicators; also, it was found some variation in the participants’ perspectives.
The research was intended to assess the inclusiveness quality of a regular school, frequented by a student with asperger’s syndrome. With the research it was intended to understand from the point of view of students and significant adults, how and which results the school was including their students, especially the student with asperger’s syndrome. The study configured a case study methodology, involving a) 3 classes of Portuguese 3rd cycle grade, which includes a student with asperger’s syndrome, whom we named Pedro and b) some significant adults in the inclusion process of Pedro, namely: educational psychologist, director of class, the special education teacher and the mother. Data collection was based primarily on closed questionnaire (students), semi-structured interviews (adults and Peter) and in documentary analysis. The results obtained, by reference the Ainscow & Booth (2002) model, showed that the majority of students evaluates the inclusiveness quality of their school positively, should be noted that this is not the perspective of what Peter refers to himself particularly regarding the receptivity of colleagues. The adults, by the same model, tend to have a more positive than negative vision of inclusiveness quality of school. The results also show, by reference to the recommendations of Attwood (2000) that the school does not have sufficient competence, therefore inclusiveness, in order to offer an intentional response, planned and structured to meet the educational needs of Pedro. Thus, the answer to our general question is not linear, since were obtained more and less successful results, regarding its indicators; also, it was found some variation in the participants’ perspectives.
Descrição
Orientação: Ana Carita
Palavras-chave
EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, SÍNDROME DE ASPERGER, ESTUDOS DE CASO, NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCATION, SPECIAL EDUCATION, SCHOOL INCLUSION, ASPERGER'S SYNDROME, CASE STUDIES, SPECIAL EDUCATIONAL NEEDS