As expetativas dos docentes face à inclusão de alunos com necessidades educativas especiais nas turmas do ensino regular
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2013
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O presente trabalho tem por objetivo analisar as expetativas docentes face à Inclusão de alunos com NEE nas turmas de ensino regular de um Agrupamento Vertical, que possui duas Unidades de Apoio aos Alunos com Multideficiência (UAAM) uma de ciclo e outra de 2º/3º ciclos
O nosso estudo vai incidir nos docentes e população escolar da educação pré-escolar e primeiro ciclo, onde se pretende que se inicie a Inclusão, como filosofia subjacente a um projeto educativo que se pretende abrangente e diferenciado.
Pretendemos com este trabalho, compreender e descrever as expetativas dos vários intervenientes da comunidade educativa, dando relevância aos aspetos facilitadores e aos obstáculos que são inerentes à Inclusão de alunos com NEE nas escolas do ensino regular, tendo em conta as convicções e os valores estabelecidos na filosofia intrínseca ao conceito da Inclusão.
A metodologia seguida para a realização deste estudo centra-se num estudo de caso e caracteriza-se também por um designer quási-experimental, apresentando-se sob a forma de um estudo exploratório e descritivo, com predominância das técnicas quantitativas, qualitativas e correlacionais, aplicando-se a uma amostra constituída por Educadores de Infância, Professores do 1º ciclo e de Educação Especial, do Agrupamento de Escolas Aquilino Ribeiro, sito no concelho de Oeiras.
Utilizámos como instrumento para a recolha de dados, um questionário por inquérito. De um total de quarenta e quatro inquéritos distribuídos, foram recebidos quarenta inquéritos, os quais foram sujeitos a tratamento e interpretação.
A análise dos resultados obtidos permite-nos dizer que os docentes se encontram sensibilizados para as vantagens da escola inclusiva e Escola consideram-na vantajosa tanto para os alunos com NEE, como para os alunos sem NEE. Contudo, consideram que, para a educação inclusão ter sucesso, é imprescindível investir na formação de professores na área das NEE tanto a nível da formação inicial como a nível da formação contínua. Os participantes neste estudo referem ainda que aplicam pedagogias diferenciadas das quais destacamos a elaboração de adaptações curriculares e fichas de trabalho adaptadas, trabalho cooperativo discente, abordagem diferenciada das matérias a lecionar e flexibilização do tempo no sentido de facilitar os processos de Inclusão e o Sucesso Educativo de todos os alunos/crianças.
This study aims to analyze teacher’s expectations regarding Inclusion of pupils with Special Educational Needs (SEN) in mainstream classes of a Vertical Group, which has two Support Units for Students with multiple disabilities (UAAM), one of the 1st cycle and another of 2nd /3rd cycles. Our study will focus on pre-school and 1st cycle teachers and pupils, where Inclusion philosophy is supposed to begin, underlying an educational project that aims to be comprehensive and unique. We intend to understand and describe the expectations of the various stakeholders in the educational community, giving relevance to facilitator aspects and barriers that are inherent in the inclusion of pupils with SEN in mainstream schools, taking into account the beliefs and values established in intrinsic philosophy to the concept of inclusion. The methodology for this study focuses on a case study, and is also characterized by a quasiexperimental designer, considered by being an exploratory and descriptive study, with a predominance of quantitative techniques, qualitative and correlational applying to a sample of kindergarten, 1st cycle and Special Education teachers of Aquilino Ribeiro Schools Group, located in Oeiras. We used a survey to collect data. A total of forty-four surveys were distributed and forty replies received, which were subjected to statistical analysis. The analysis of the results allows us to say that teachers are aware of the advantages of the inclusive school and consider it advantageous both for pupils with SEN as for students without it. However, they consider that, in order to inclusive school succeed, it is essential to invest in teacher training in the area of disability, both initial and continuous training. Participants in this study also indicate that they apply differentiated pedagogies of which we emphasize the development of curricular adaptations and tailored worksheets, collaborative student work, differentiated approach to teaching materials and time flexibility to facilitate the processes of inclusion and Educational Success of all students/children.
This study aims to analyze teacher’s expectations regarding Inclusion of pupils with Special Educational Needs (SEN) in mainstream classes of a Vertical Group, which has two Support Units for Students with multiple disabilities (UAAM), one of the 1st cycle and another of 2nd /3rd cycles. Our study will focus on pre-school and 1st cycle teachers and pupils, where Inclusion philosophy is supposed to begin, underlying an educational project that aims to be comprehensive and unique. We intend to understand and describe the expectations of the various stakeholders in the educational community, giving relevance to facilitator aspects and barriers that are inherent in the inclusion of pupils with SEN in mainstream schools, taking into account the beliefs and values established in intrinsic philosophy to the concept of inclusion. The methodology for this study focuses on a case study, and is also characterized by a quasiexperimental designer, considered by being an exploratory and descriptive study, with a predominance of quantitative techniques, qualitative and correlational applying to a sample of kindergarten, 1st cycle and Special Education teachers of Aquilino Ribeiro Schools Group, located in Oeiras. We used a survey to collect data. A total of forty-four surveys were distributed and forty replies received, which were subjected to statistical analysis. The analysis of the results allows us to say that teachers are aware of the advantages of the inclusive school and consider it advantageous both for pupils with SEN as for students without it. However, they consider that, in order to inclusive school succeed, it is essential to invest in teacher training in the area of disability, both initial and continuous training. Participants in this study also indicate that they apply differentiated pedagogies of which we emphasize the development of curricular adaptations and tailored worksheets, collaborative student work, differentiated approach to teaching materials and time flexibility to facilitate the processes of inclusion and Educational Success of all students/children.
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Orientação: Nuno Mateus
Palavras-chave
EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, PROFESSORES, TEACHERS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR