As atitudes dos alunos do secundário em relação à inclusão nas aulas de educação física : o contacto com alunos com necessidades educativas especiais
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2016
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O presente estudo intitulado de “As atitudes dos alunos do secundário em relação à inclusão nas aulas de educação física: o contacto com alunos com necessidades educativas especiais” tem como objetivo analisar a relação existente entre as atitudes dos alunos ditos “normais” perante a inclusão de alunos com Necessidades Educativas Especiais (NEE) e entre a presença e/ou ausência de alunos com NEE nas turmas.
A amostra é constituída por 384 alunos com idades compreendidas entre os 15 e os 21 anos (N=175 género masculino e N=209 género feminino), do ensino Secundário, das regiões de Lisboa, Torres Vedras e Margem Sul.
A recolha de dados foi realizada através da aplicação de um questionário “As atitudes dos alunos face aos seus pares com deficiência nas aulas de Educação Física” (AID – EF, Leitão, 2014). Quanto aos procedimentos estatísticos, realizou-se uma análise descritiva e posteriormente uma análise inferencial, utilizando o Teste T-student, através do programa estatístico SPSS.
Com os resultados obtidos, conclui-se que não foram encontradas diferenças significativas entre os dois grupos de estudo, presença de alunos com NEE nas turmas e ausência de alunos com NEE nas turmas, demonstrando assim por ambos, uma atitude bastante positiva. Porém, surpreendentemente o grupo com ausência de alunos com NEE nas turmas, em termos gerais, nas cinco dimensões do estudo (que vão ao encontro aos fatores da Teoria do Comportamento Planeado, referenciados por Ajzen, 2002) – Crenças Comportamentais Favoráveis; Crenças Comportamentais Desfavoráveis; Crenças Normativas; Crenças de Controlo Interno; e Crenças de Controlo Externo - demonstrou, uma atitude mais positiva perante a inclusão dos seus pares.
Das cinco dimensões já referenciadas, três variam em função da presença ou ausência de alunos com NEE nas turmas – Crenças Comportamentais Favoráveis; Crenças de Controlo Interno e Externo, não confirmando, desta forma a Teoria do Contacto (TC), visto que conforme os resultados do estudo, o grupo com a ausência de alunos com NEE nas turmas, parece revelar uma atitude mais positiva perante a inclusão, rejeitando a TC que defende que o contacto prévio entre grupos, produz efeitos positivos na resolução do preconceito.
As dimensões das Crenças Comportamentais Desfavoráveis e as Crenças Normativas, não demonstraram variação em função da presença ou ausência de alunos com NEE nas turmas.
Com estes resultados é possível constatar que as mentalidades dos alunos, perante o processo de inclusão, tem vindo a obter mudanças positivas durante os anos. Este aspeto tem uma grande importância, visto que as crianças e jovens de hoje, são os adultos de amanhã, são a nossa futura sociedade.
The present study entitled “The attitudes of High School students facing the inclusion in Physical Education classes: the contact with students with special educational needs” aims to analyse the correlation between the attitudes of students said “normal” facing the inclusion of SEN students and the presence and/or absence of SEN students in the classes. The sample consists of 384 students with ages between 15 and 21 years old (N = 175 male and N = 209 female), attending High School in Lisbon, Torres Vedras and Margem Sul. The data collection was made using the questionnaire “The attitudes of students towards their peers with disabilities in Physical Education classes” (AID – EF, Leitão, 2014). Regarding the statistical procedures, first it was made a descriptive analysis and then an inferential analysis, using the T-student Test through the statistical software SPSS. With the results obtained, we can conclude that no significant differences were found between both study groups (presence of SEN students in classes and absence of SEN students in classes), showing by them a very positive attitude. However, surprisingly the group with absence of SEN students in classes, in overall, in the five dimensions of the study (that goes to the encounter of factors of the theory of Planned Behaviour, referenced by Ajzen, 2002) – Favourable Behavioural Beliefs; Unfavourable Behavioural Beliefs; Normative Beliefs; Internal Control Beliefs; and External Control Beliefs – has shown a more positive attitude towards the inclusion of their peers. From the five dimensions above mentioned, three of them vary according with the presence of absence of SEN students in classes – Favourable Behavioural Beliefs, Internal and External Control Beliefs, not confirming in this way the Contact Theory (TC) since, according with the results of the study, the group with absence of SEN students in classes seems to show a more positive attitude towards the inclusion, therefore refusing the theory that supports that previous contact between groups produces positive results in the resolution of prejudice. The dimension of Unfavourable Behavioural Beliefs and Normative Beliefs did not show variation regarding the presence or absence of SEN students in classes. With these results it is possible to see that student mentalities, in the presence of the process of inclusion, have been achieving positive changes through the years. This issue has a very significant importance, since the children and young people of today are the adults of tomorrow and our future society.
The present study entitled “The attitudes of High School students facing the inclusion in Physical Education classes: the contact with students with special educational needs” aims to analyse the correlation between the attitudes of students said “normal” facing the inclusion of SEN students and the presence and/or absence of SEN students in the classes. The sample consists of 384 students with ages between 15 and 21 years old (N = 175 male and N = 209 female), attending High School in Lisbon, Torres Vedras and Margem Sul. The data collection was made using the questionnaire “The attitudes of students towards their peers with disabilities in Physical Education classes” (AID – EF, Leitão, 2014). Regarding the statistical procedures, first it was made a descriptive analysis and then an inferential analysis, using the T-student Test through the statistical software SPSS. With the results obtained, we can conclude that no significant differences were found between both study groups (presence of SEN students in classes and absence of SEN students in classes), showing by them a very positive attitude. However, surprisingly the group with absence of SEN students in classes, in overall, in the five dimensions of the study (that goes to the encounter of factors of the theory of Planned Behaviour, referenced by Ajzen, 2002) – Favourable Behavioural Beliefs; Unfavourable Behavioural Beliefs; Normative Beliefs; Internal Control Beliefs; and External Control Beliefs – has shown a more positive attitude towards the inclusion of their peers. From the five dimensions above mentioned, three of them vary according with the presence of absence of SEN students in classes – Favourable Behavioural Beliefs, Internal and External Control Beliefs, not confirming in this way the Contact Theory (TC) since, according with the results of the study, the group with absence of SEN students in classes seems to show a more positive attitude towards the inclusion, therefore refusing the theory that supports that previous contact between groups produces positive results in the resolution of prejudice. The dimension of Unfavourable Behavioural Beliefs and Normative Beliefs did not show variation regarding the presence or absence of SEN students in classes. With these results it is possible to see that student mentalities, in the presence of the process of inclusion, have been achieving positive changes through the years. This issue has a very significant importance, since the children and young people of today are the adults of tomorrow and our future society.
Descrição
Orientação: Francisco Alberto Ramos Leitão
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, DESPORTO, EDUCAÇÃO FÍSICA, NECESSIDADES EDUCATIVAS ESPECIAIS, INCLUSÃO ESCOLAR, ENSINO BÁSICO 2º CICLO, ENSINO BÁSICO 3º CICLO, CRENÇAS, SPORT, PHYSICAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, SCHOOL INCLUSION, PRIMARY EDUCATION, SECONDARY EDUCATION, BELIEFS