Escola para todos: atitudes e perceções dos docentes
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2014
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Este trabalho foi elaborado através do estudo das atitudes e perceções de cinquenta e um docentes do 3º ciclo do ensino básico relativamente à presença de alunos com necessidades educativas especiais na escola regular. O seu principal objetivo é o de compreender essas mesmas atitudes/perceções e perceber como podem condicionar a inclusão de alunos com necessidades educativas especiais na escola.
Na realização deste estudo utilizamos a metodologia quantitativa. O trabalho de campo foi realizado durante o terceiro período do ano letivo 2012/2013, na escola onde os participantes se encontravam colocados.
Relativamente à técnica de recolha, optámos pelo inquérito com posterior tratamento estatístico dos dados.
A interpretação dos dados obtidos permite-nos afirmar que as atitudes e perceções dos professores do 3º ciclo relativamente à escola inclusiva são positivas. No entanto, também revela que, de um modo geral, a formação geral dos docentes para a didática com alunos com necessidades educativas especiais é insuficiente. A maior parte dos professores, alvo do estudo, não se considera apto para trabalhar com estes alunos. Em consequência disso, é fundamental proporcionar formação contínua aos docentes na área das necessidades educativas especiais.
This work was done through study of the attitudes and perceptions of fifty-one teachers of the 3rd cycle of basic education about the presence of students with special needs in regular schools. Its main goal is to understand these same attitudes / perceptions and realize how they can condition the inclusion of pupils with special educational needs in school. In this study we used quantitative methodology. The fieldwork was conducted during the third period of the school year 2012/2013, in the school where the participants were placed. Regarding the technique of collection, we chose the survey with subsequent statistical treatment of data. The interpretation of the data obtained allows us to state that the attitudes and perceptions of teachers of the 3rd cycle in relation to inclusive school are positive. However, it also reveals that, in general, the overall training of teachers for teaching with pupils with special educational needs is insufficient. Most teachers in this study do not consider fit to work with these students. Consequently, it is essential to provide continuous training to teachers in the area of special needs.
This work was done through study of the attitudes and perceptions of fifty-one teachers of the 3rd cycle of basic education about the presence of students with special needs in regular schools. Its main goal is to understand these same attitudes / perceptions and realize how they can condition the inclusion of pupils with special educational needs in school. In this study we used quantitative methodology. The fieldwork was conducted during the third period of the school year 2012/2013, in the school where the participants were placed. Regarding the technique of collection, we chose the survey with subsequent statistical treatment of data. The interpretation of the data obtained allows us to state that the attitudes and perceptions of teachers of the 3rd cycle in relation to inclusive school are positive. However, it also reveals that, in general, the overall training of teachers for teaching with pupils with special educational needs is insufficient. Most teachers in this study do not consider fit to work with these students. Consequently, it is essential to provide continuous training to teachers in the area of special needs.
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Orientação: Nora Cavaco
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, NECESSIDADES EDUCATIVAS ESPECIAIS, INCLUSÃO ESCOLAR, ESCOLAS, INTEGRAÇÃO ESCOLAR, EDUCAÇÃO ESPECIAL, EDUCATION, SPECIAL EDUCATIONAL NEEDS, SCHOOL INCLUSION, SCHOOLS, SCHOOL INTEGRATION, SPECIAL EDUCATION