A atitude dos professores como meio de inclusão de alunos com necessidades educativas especiais
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2011
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O objectivo deste estudo foi analisar o papel do professor na construção da escola
inclusiva. Pretendemos saber se na prática os professores tomam atitudes de incluir todos os
alunos com ou sem Necessidades Educativas Especiais na mesma sala de aula e se há
colaboração e entreajuda entre o professor de turma e o professor de Educação Especial. Para
esse efeito foi aplicado um questionário a professores do Ensino Regular e a professores de
Educação Especial onde puderam assinalar de que forma agem e estão preparados/formados
para a inclusão de alunos com Necessidades Educativas Especiais.
Os resultados obtidos demonstraram que no geral, os professores estão de acordo
com a escola inclusiva ainda que apontem alguns entraves quanto aos alunos receberem
exclusivamente apoio na sala de aula e permanecerem todo o horário lectivo na sala.
Consideram também que a dificuldade em lidar com a diversidade podia ser minimizada
através de acções de formação nesta área.
Segundo Silva (2009), a inclusão dos alunos considerados com necessidades
educativas especiais no ensino regular implica mudanças ao nível das atitudes e das práticas
pedagógicas de todos os intervenientes no processo ensino e aprendizagem, da organização e
da gestão na sala de aula e na própria escola enquanto instituição.
Acreditamos que só desta forma se pode proporcionar aos alunos marcados pela
diferença, que é um valor em si mesma (Rodrigues, 2006; Leitão, 2006; Sanches & Teodoro,
2006; Silva, 2009), as mesmas experiências, aprendizagens e vivências que são
proporcionadas aos restantes colegas.
The purpose of this study was to analyze the teacher´s role in building inclusive school We intend to whether in practice the attitudes of teachers take to include all students with or without Special Educations Needs in the same classroom and if there is cooperation on mutual aid between class teacher end Special Education teacher. For this purpose a questionnaire was administered to teachers in regular and Special Education teachers indicated where they could act that way and are prepared/trained for the inclusion of pupils with Special Education Needs. The results showed that overall, teachers are in agreement with the inclusive school but that link barriers as same students receive support only in the classroom and around school hours remain in the room. They also, consider that the difficulty in dealing with diversity could be minimizing through training in this area. According to Silva (2009), considered the inclusion of students with special educational needs in regular education requires changes in attitude and pedagogical practices of all stakeholders in the teaching and learning, organization and management in the classroom and in their own school as an institution. We believe that only this way can provide students with the marked difference, which is a value in itself (Rodrigues, 2006; Leitão, 2006, Theodore & Sanches, 2006; Silva, 2009), the same experiences, learnings and experiences that are offered to other students.
The purpose of this study was to analyze the teacher´s role in building inclusive school We intend to whether in practice the attitudes of teachers take to include all students with or without Special Educations Needs in the same classroom and if there is cooperation on mutual aid between class teacher end Special Education teacher. For this purpose a questionnaire was administered to teachers in regular and Special Education teachers indicated where they could act that way and are prepared/trained for the inclusion of pupils with Special Education Needs. The results showed that overall, teachers are in agreement with the inclusive school but that link barriers as same students receive support only in the classroom and around school hours remain in the room. They also, consider that the difficulty in dealing with diversity could be minimizing through training in this area. According to Silva (2009), considered the inclusion of students with special educational needs in regular education requires changes in attitude and pedagogical practices of all stakeholders in the teaching and learning, organization and management in the classroom and in their own school as an institution. We believe that only this way can provide students with the marked difference, which is a value in itself (Rodrigues, 2006; Leitão, 2006, Theodore & Sanches, 2006; Silva, 2009), the same experiences, learnings and experiences that are offered to other students.
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Orientação: Luís de Sousa
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, NECESSIDADES EDUCATIVAS ESPECIAIS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO INCLUSIVA, EDUCATION, SPECIAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, INCLUSIVE EDUCATION