O contributo do trabalho coadjuvado em educação especial, no 1ºCEB
Miniatura indisponível
Ficheiros
Data
2014
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O principal objetivo da nossa investigação centra-se no estudo do trabalho de
coadjuvação entre o professor do Ensino Regular e o professor de Educação Especial,
tendo em vista compreender de que modo o seu trabalho coadjuvado favorece (ou
não) a inclusão dos alunos do 1º Ciclo do Ensino Básico com Necessidades
Educativas Especiais.
A revisão da literatura, a nossa refelxão pessoal e o desempenho profissional
dos Professores nas suas práticas de coadjuvação com vista à Inclusão desse grupo
de alunos na escola regular, constituiram o núcleo central da investigação levada a
cabo.
O universo do estudo é constituído por três professores do Ensino Regular (1º
Ciclo) e por três professores de Educação Especial do concelho de Valongo.
O instrumento utilizado nesta dissertação foi a entrevista semi-estruturada.
Optou-se por um estudo de caso que assenta numa metodologia qualitativa.
A coadjuvação entre os professores revela-se fundamental. A análise dos
resultados permitiu clarificar que a coadjuvação entre os docentes é um elemento
chave na inclusão dos alunos com Necessidades Educativas Especiais na escola
regular.
Constatou-se, ainda, que os docentes procuram trabalhar colaborativamente, de modo
a encontrar as melhores respostas para os seus alunos com Necessidades Educativas
Especiais.
Neste âmbito, a atuação coadjuvada dos docentes contribui para a criação de um
ambiente de inclusão.
O estudo termina com recomendações futuras, apresenta sugestões para a
realização de futuros projetos e limitações do estudo.
Pretende-se que este estudo contribua para que os docentes realizem cada
vez mais, um trabalho coadjuvado, com vista à inclusão e ao sucesso dos alunos com
Necessidades Educativas Especiais.
The main objective of our investigation is focused on the study of the assisted work between the teacher of the Regular Teaching and the teacher of Special Education, having in view to understand in what way his/her assisted work promotes (or doesn`t) the inclusion of students of the 1st cycle of Elementary Education with Special Educational Necessities. The revision of literature, our personal reflection and the professional fulfilment of teachers in their practice of assistance with the objective of including that group of students in the Regular Teaching, have constitued the central kernel of the carried out investigation. The study sphere is formed by three teachers of the Regular teaching (1st cycle) and three teachers of Special Education in Valongo municipally. The instrument used in this dissertation was the semi-structured interview. We opted for a study of a case based on a qualitative methodology. The help between the teachers is essential. The results analysis permitted to clarify that the help between the teachers is a key element in the inclusion of students with special Educational Necessities in the Regular School. We still realized that the teachers try to work in collaboration with one another in order to find the best answers for their students with Special Educational Necessities. In this context the assisted performance of the teachers contributes for the creation of an inclusion environment. The study finishes with future recommendations, presents suggestions for the achievement of future projects and study limitations. We wish this study may contribute for teachers to achieve an assisted work more and more, with the objective of including students with Special Education Necessities successfully.
The main objective of our investigation is focused on the study of the assisted work between the teacher of the Regular Teaching and the teacher of Special Education, having in view to understand in what way his/her assisted work promotes (or doesn`t) the inclusion of students of the 1st cycle of Elementary Education with Special Educational Necessities. The revision of literature, our personal reflection and the professional fulfilment of teachers in their practice of assistance with the objective of including that group of students in the Regular Teaching, have constitued the central kernel of the carried out investigation. The study sphere is formed by three teachers of the Regular teaching (1st cycle) and three teachers of Special Education in Valongo municipally. The instrument used in this dissertation was the semi-structured interview. We opted for a study of a case based on a qualitative methodology. The help between the teachers is essential. The results analysis permitted to clarify that the help between the teachers is a key element in the inclusion of students with special Educational Necessities in the Regular School. We still realized that the teachers try to work in collaboration with one another in order to find the best answers for their students with Special Educational Necessities. In this context the assisted performance of the teachers contributes for the creation of an inclusion environment. The study finishes with future recommendations, presents suggestions for the achievement of future projects and study limitations. We wish this study may contribute for teachers to achieve an assisted work more and more, with the objective of including students with Special Education Necessities successfully.
Descrição
Orientação: Nuno Mateus
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, ENSINO BÁSICO, EDUCATION, SPECIAL EDUCATION, SCHOOL INCLUSION, PRIMARY EDUCATION