A perspectiva dos professores sobre o papel da família no processo de inclusão da criança com necessidades educativas especiais
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2011
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Este trabalho analisa a perspectiva dos Professores do Agrupamento Vertical de
Castelo de Paiva sobre o Papel da Família no processo de inclusão da criança com Necessidades Educativas Especiais. A incidência do estudo recai sobre as boas práticas
que as famílias devem utilizar no processo de inclusão.
Desenvolvido num enquadramento teórico e legal, pretende-se perceber qual o
significado dessas boas práticas e quais os seus efeitos. Para tal foi escolhida a
metodologia de pesquisa quantitativa, pois proporcionou apresentar os resultados através
de procedimentos estatísticos. A recolha de dados fez-se através de um questionário que foi distribuído a setenta e cinco professores, em dois períodos distintos.
Os principais resultados indicam que os professores, deste Agrupamento, ainda demonstram alguma resistência face à inclusão dos alunos com Necessidades Educativas
Especiais e não vêem com bons olhos a presença dos pais dentro da sala de aula.
Porém, acreditam que a participação dos pais nas festas escolares favorece o
processo de inclusão dos alunos com Necessidades Educativas Especiais.
Os resultados apontam para o envolvimento relevante de ambos os progenitores
neste processo.
This document examines the prospect of the Teachers of the “Agrupamento vertical de escolas de Castelo de Paiva” about the Role of the Family in the process of the children’s inclusion with Special Educational Needs. The incidence of the study focuses on the good practices that families should use in the inclusion process. Developed in a theoretical and legal framing, we intend to explore which are good practices, as well as their causes and effects. To this end we chose the methodology of quantitative research, because it provided present the results through statistical procedures. The collect of data was done through a questionnaire that was distributed to seventy-five teachers, in two distinct periods. The main results indicate that the teachers, of the “Agrupamento Vertical de Castelo de Paiva” still demonstrate some resistance regarding Special Educational Needs student’s inclusion and they don't appreciate the parents' presence in the classroom. However, they believe that the parents' participation in the school parties favors the process of the Special Educational Needs Student’s Inclusion. The results point to significant involvement of both parents in this process.
This document examines the prospect of the Teachers of the “Agrupamento vertical de escolas de Castelo de Paiva” about the Role of the Family in the process of the children’s inclusion with Special Educational Needs. The incidence of the study focuses on the good practices that families should use in the inclusion process. Developed in a theoretical and legal framing, we intend to explore which are good practices, as well as their causes and effects. To this end we chose the methodology of quantitative research, because it provided present the results through statistical procedures. The collect of data was done through a questionnaire that was distributed to seventy-five teachers, in two distinct periods. The main results indicate that the teachers, of the “Agrupamento Vertical de Castelo de Paiva” still demonstrate some resistance regarding Special Educational Needs student’s inclusion and they don't appreciate the parents' presence in the classroom. However, they believe that the parents' participation in the school parties favors the process of the Special Educational Needs Student’s Inclusion. The results point to significant involvement of both parents in this process.
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Orientação: Paulo Sequeira
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, RELAÇÕES FAMILIARES, EDUCATION, SPECIAL EDUCATION, SCHOOL INCLUSION, FAMILY RELATIONSHIPS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS