Sexualidade nas NEE – Trissomia 21 : perspetivas dos docentes do Ensino Regular do 1.º, 2.º e 3.º Ciclo
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2012
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O seguinte trabalho de investigação foi realizado no âmbito da dissertação de Mestrado em Ciências da Educação: Educação Especial - Domínio Cognitivo-Motor.
Este projeto de investigação intitula-se «Sexualidade nas NEE – Trissomia 21: Perspetivas dos docentes do Ensino Regular do 1º, 2º e 3º Ciclo» e tem como objetivo o estudo das perspetivas dos professores perante manifestações sexuais de alunos portadores de Trissomia 21 e divide-se em duas partes fundamentais: o enquadramento teórico e o enquadramento prático.
No que diz respeito ao enquadramento teórico, primeiramente procedeu-se à definição da patologia; resumo da sua história; etiologia, ou seja, causas; tipos de trissomia; características, físicas e cognitivas; diagnóstico e intervenção. Seguidamente aprofundaram-se questões ligadas à parte da sexualidade: ideias gerais sobre a sexualidade dos deficientes, o desenvolvimento sexo-afetivo na trissomia 21, contraceção e deficiência mental e princípios e prática da Educação Sexual.
Quanto ao enquadramento prático, o estudo do problema levantado, assim como das suas variáveis e hipóteses, foi feito através de um inquérito por questionário, respondido por 36 professores do Ensino Regular do 1º, 2º e 3º ciclo. O questionário em questão continha 15 perguntas de resposta fechada e duas de resposta aberta, onde os professores inquiridos teriam de responder a questões importantes relacionadas com a interação professor – aluno com Trissomia 21, nomeadamente quanto às suas perspetivas face a manifestações sexuais de alunos portadores desta patologia.
The following research work was performed under the Master's thesis in Education: Special Education - Cognitive-Motor Domain. This research project is entitled «Sexuality in SEN - Trisomy 21: Perspectives of teachers in Regular Education of the 1st, 2nd and 3rd Stage» and aims to study the perspectives of teachers towards sexual expression of students with Trisomy 21 and is divided into two main parts: the theoretical and practical framework. Regarding the theoretical framework, first was proceeded the definition of the disease; the summary of its history; etiology, meaning causes; trisomy types; characteristics physical and cognitive; diagnosis and intervention. Next, issues related to sexuality were deepened: general ideas about the sexuality of the disabled, the sex-emotional development in trisomy 21, contraception and mental disabilities and the principles and practice of sex education. As for the practical framework, the study of the problem raised, as well as their assumptions and variables, was done through a questionnaire answered by 36 teachers from Regular Education of the 1st, 2nd and 3rd Stages. The questionnaire contained 15 questions of closed answer and 2 of open answer, where the teachers surveyed would answer important questions relating to the interaction teacher - student with Trisomy 21, particularly regarding their perspectives towards sexual expression of students with this condition.
The following research work was performed under the Master's thesis in Education: Special Education - Cognitive-Motor Domain. This research project is entitled «Sexuality in SEN - Trisomy 21: Perspectives of teachers in Regular Education of the 1st, 2nd and 3rd Stage» and aims to study the perspectives of teachers towards sexual expression of students with Trisomy 21 and is divided into two main parts: the theoretical and practical framework. Regarding the theoretical framework, first was proceeded the definition of the disease; the summary of its history; etiology, meaning causes; trisomy types; characteristics physical and cognitive; diagnosis and intervention. Next, issues related to sexuality were deepened: general ideas about the sexuality of the disabled, the sex-emotional development in trisomy 21, contraception and mental disabilities and the principles and practice of sex education. As for the practical framework, the study of the problem raised, as well as their assumptions and variables, was done through a questionnaire answered by 36 teachers from Regular Education of the 1st, 2nd and 3rd Stages. The questionnaire contained 15 questions of closed answer and 2 of open answer, where the teachers surveyed would answer important questions relating to the interaction teacher - student with Trisomy 21, particularly regarding their perspectives towards sexual expression of students with this condition.
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Orientação: Maria Cristina Saraiva Gonçalves
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, TRISSOMIA 21, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, NECESSIDADES EDUCATIVAS ESPECIAIS, SEXUALIDADE, ATITUDES, EDUCAÇÃO SEXUAL, EDUCATION, SPECIAL EDUCATION, TRISOMY 21, SPECIAL EDUCATIONAL NEEDS, SEXUALITY, ATTITUDES, SEXUAL EDUCATION