As atitudes dos alunos do ensino secundário em relação à inclusão dos seus pares com necessidades educativas especiais nas aulas de educação física : o contacto anterior e a presença de alunos com NEE na turma
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2017
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O presente estudo tem como tema “As atitudes dos alunos do ensino secundário em relação à inclusão dos seus pares com NEE nas aulas de Educação Física – O contacto anterior e a presença de alunos com NEE na turma” e tem como principal objetivo analisar a comparação entre a existência de crenças comportamentais favoráveis e desfavoráveis, crenças normativas e as crenças de controlo interno e externo entre turmas com presença de alunos com NEE e com contacto anterior e turmas sem presença de NEE e sem contacto anterior. A amostra é constituída por 349 alunos (153 do género masculino e 196 do género feminino) pertencentes ao ensino secundário e a escolas do distrito de Lisboa, com idades compreendidas entre os 15 e 21 anos (16,10±1,07). Os dados foram recolhidos através da aplicação de um questionário - AID-EF – Atitude dos alunos sobre a inclusão dos seus pares com deficiência (Leitão, 2014) – preenchido de acordo com a escala de Likert composta pelos seis parâmetros de “1” a “6”. Relativamente aos procedimentos estatísticos, procedeu-se à análise descritiva e posteriormente inferencial, utilizando o Teste-T através do software do Microsoft Office Excel.
Os resultados obtidos confirmam três hipóteses de estudo (H1, H4 e H5) onde existem diferenças significativas entre os dois grupos, pois as atitudes referentes as crenças comportamentais favoráveis e crenças de controlo interno e externo, são mais ou menos positivas conforme a presença de alunos com NEE e o contacto em anos anteriores. O estudo rejeita duas hipóteses de estudo (H2 e H3), que demostram que não existem diferenças significativas entre os dois grupos, porque as atitudes referentes a essas crenças não diferem conforme a presença de alunos com NEE e o contacto em anos anteriores. Surpreendentemente, este estudo também conclui que os alunos que não têm alunos com NEE na turma nem tiveram contacto prévio apresentam atitudes mais favoráveis pelo menos em relação às aulas de Educação Física. Estes dados, não vão ao encontro daquilo que afirma a Teoria do Contacto (Allport, 1954) que indica que o contacto prévio provoca atitudes mais positivas nos alunos perante os seus colegas com deficiência.
This study is entitled "Attitudes of high school students towards inclusion with peers with special educational needs in the Physical Education’s Classes – Presence and contact with students with special educational needs" and the principal goal is to compare the existence of behavioral beliefs, normative beliefs and control beliefs between groups with students with special education needs and with previous contact and classes without the presence of those students and with no previous contact. The sample consisted of 349 students (153 males and 196 females) aged 15 to 21 (16,10±1,07) belonging to high schools in the district of Lisbon. The data was collected through a questionnaire - AID-EF - Attitude of students on the inclusion of their peers with disabilities (Leitão, 2014) - filled according to the Likert scale composed of the six parameters scaling from "1" to " 6 ". The statistical procedures, the descriptive and later inferential analysis was performed using the T-Test through the Excel statistical program. The results confirm three hypotheses of study (H1, H4 and H5). There were significant differences between the two study groups, in which concerns the favorable behavioral beliefs, control beliefs internal and external are more or less positive according to the presence of students with special educational needs and contact in previous years. The study rejects two hypotheses of study (H2 and H3), which show that there are no significant differences between the two groups, because the attitudes regarding unfavorable behavioral beliefs and normative beliefs do not differ according to the presence of students with special educational needs and contact in previous years. Surprisingly, this study also concludes that the presence of students with special needs in the classes do not influence the attitudes of the students at least regarding to Physical Education classes. These data seem to reject the Theory of Contact (Allport, 1954) which indicates that prior contact causes more positive attitudes among students towards their peers with disabilities.
This study is entitled "Attitudes of high school students towards inclusion with peers with special educational needs in the Physical Education’s Classes – Presence and contact with students with special educational needs" and the principal goal is to compare the existence of behavioral beliefs, normative beliefs and control beliefs between groups with students with special education needs and with previous contact and classes without the presence of those students and with no previous contact. The sample consisted of 349 students (153 males and 196 females) aged 15 to 21 (16,10±1,07) belonging to high schools in the district of Lisbon. The data was collected through a questionnaire - AID-EF - Attitude of students on the inclusion of their peers with disabilities (Leitão, 2014) - filled according to the Likert scale composed of the six parameters scaling from "1" to " 6 ". The statistical procedures, the descriptive and later inferential analysis was performed using the T-Test through the Excel statistical program. The results confirm three hypotheses of study (H1, H4 and H5). There were significant differences between the two study groups, in which concerns the favorable behavioral beliefs, control beliefs internal and external are more or less positive according to the presence of students with special educational needs and contact in previous years. The study rejects two hypotheses of study (H2 and H3), which show that there are no significant differences between the two groups, because the attitudes regarding unfavorable behavioral beliefs and normative beliefs do not differ according to the presence of students with special educational needs and contact in previous years. Surprisingly, this study also concludes that the presence of students with special needs in the classes do not influence the attitudes of the students at least regarding to Physical Education classes. These data seem to reject the Theory of Contact (Allport, 1954) which indicates that prior contact causes more positive attitudes among students towards their peers with disabilities.
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Orientação: Francisco Alberto Ramos Leitão
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MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, DESPORTO, EDUCAÇÃO FÍSICA, ATITUDES, CRENÇAS, INCLUSÃO ESCOLAR, INCLUSÃO DESPORTIVA, NECESSIDADES EDUCATIVAS ESPECIAIS, ESTUDOS DE CASO, SPORT, PHYSICAL EDUCATION, ATTITUDES, BELIEFS, SCHOOL INCLUSION, SPORT INCLUSION, SPECIAL EDUCATIONAL NEEDS, CASE STUDIES