Educação inclusiva : a cooperação dos atores educativos e a emergência de um novo paradigma de escola
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2011
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Edições Universitárias Lusófona
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Os alunos considerados com necessidades educativas especiais obrigaram a uma abertura da escola não só para «outros» alunos, mas também para «outros» profissionais, e ao
desencadeamento de outras práticas de actuação. Pretendeu-se com o trabalho que aqui se apresenta saber como atuam os professores de apoio educativo, do primeiro ciclo do
ensino básico, da região educativa de Lisboa, com os «outros» intervenientes do processo educativo do aluno considerado com necessidades educativas especiais: os pais
(encarregados de educação), os técnicos de saúde e o psicólogo e, ainda, a gestão da escola (o conselho escolar e o conselho executivo). A recolha empírica foi feita através da
aplicação de questionário a 340 professores de apoio educativo (46,9% da população alvo). Para o tratamento da questões fechadas foi feita uma análise quantitativa, usando o
software Statistical Package for the Social Sciences (SPSS). Para as questões abertas foi utilizada a análise de conteúdo, segundo as regras preconizadas por d’Unrug (1974) e
Bardin (1977), considerando também as leituras que outros investigadores (Estrela, 1986; Vala, 1986; Robert & Bouillaguet, 1997) fizeram mais recentemente. Apurou-se que a
cooperação existente, embora pouco significativa, encarando a problemática da diferença numa perspetiva sistémica, pode ser o élan necessário que nos conduza à possibilidade
da mudança nas respostas educativas aos alunos considerados com necessidades educativas especiais, em particular, e a todos os alunos, em geral, à entrada de outros
profissionais na escola e, até, à possibilidade de mudança de paradigma da própria escola.
Students considered to have special educational needs compelled a school to open not only for “the” other students but also for “the” other professionals. Special needs students also led to different approaches and teaching methods. The aim of this paper was to assess how do elementary school special needs teachers from the Lisbon educational area cooperate with “the” other intervenients in the special needs students’ educational process: parents, healthcare technicians, psychologists and the school management board (teachers’ council and executive council). 340 special needs teachers were asked to fill in a questionnaire (46.9% of the target population). For the treatment of closed questions was a quantitative analysis using the Statistical Package for the Social Sciences (SPSS). For the open questions was used content analysis, according to the rules prescribed by d'Unrug (1974) and Bardin (1977), also considering the readings that other researchers (Star, 1986; Vala, 1986; Bouillaguet & Robert, 1997) made more recently. Gathered empirical data shows that although existing cooperation is of little significance, it may be the necessary momentum which will lead us to the possibility of a changing in the way we approach special needs students in particular, and all students in general. This momentum may also induce the admission of other professionals in school and even the possibility of a change in the school paradigm itself.
Students considered to have special educational needs compelled a school to open not only for “the” other students but also for “the” other professionals. Special needs students also led to different approaches and teaching methods. The aim of this paper was to assess how do elementary school special needs teachers from the Lisbon educational area cooperate with “the” other intervenients in the special needs students’ educational process: parents, healthcare technicians, psychologists and the school management board (teachers’ council and executive council). 340 special needs teachers were asked to fill in a questionnaire (46.9% of the target population). For the treatment of closed questions was a quantitative analysis using the Statistical Package for the Social Sciences (SPSS). For the open questions was used content analysis, according to the rules prescribed by d'Unrug (1974) and Bardin (1977), also considering the readings that other researchers (Star, 1986; Vala, 1986; Bouillaguet & Robert, 1997) made more recently. Gathered empirical data shows that although existing cooperation is of little significance, it may be the necessary momentum which will lead us to the possibility of a changing in the way we approach special needs students in particular, and all students in general. This momentum may also induce the admission of other professionals in school and even the possibility of a change in the school paradigm itself.
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EDUCAÇÃO, EDUCATION, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, PROFESSORES, TEACHERS, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS