A opinião dos Diretores de Turma do Ensino Profissional na inclusão de alunos com Necessidades Educativas Especiais
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2023
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Neste estudo visámos conhecer a opinião dos diretores de turma relativamente à inclusão de alunos com necessidades educativas especiais nas escolas profissionais. Foi nosso objetivo analisar como estes profissionais compreendem o processo de inclusão de alunos com necessidades educativas especiais nas suas turmas do ensino profissional. Entrevistámos diretores das turmas em que existiam alunos com este perfil, procurando aquilatar as visões dos mesmos relativamente à inclusão destes alunos na escola e nas suas turmas. Foram entrevistados cinco diretores de turma e analisadas as suas respetivas entrevistas, o que nos permitiu recolher informação fidedigna sobre as suas opiniões. Estruturámos a análise qualitativa em cinco categorias (habilitações; atividade na escola; visão de inclusão; caraterísticas da população atendida e adaptações necessárias), a partir das quais foi possível concluir que os docentes DT têm (de modo habitual como competência intrínseca e, não a tendo, reconhecem e procuram ter) a capacidade de ultimar e ultrapassar barreiras no ensino que consideram inclusivo. Por razões de economia temática e cronológica, não tendo sido possível alongar este estudo, reconhecemos as suas limitações e auguramos, num futuro de investigação, novo aprofundamento.
Palavras-chave: Necessidades Educativas Especiais; Ensino Profissional; Inclusão; Docentes de Educação Profissional; Diretores de turma
In this study, we aimed to find out the opinion of class directors regarding the inclusion of students with special educational needs in professional schools. It was our objective to analyze how these professionals understand the process of including students with special educational needs in their professional education classes. We interviewed directors of classes in which there were students with this profile, trying to assess their views regarding the inclusion of these students in the school and in their classes. Five class directors were interviewed and their respective interviews were analysed, which allowed us to collect reliable information about their opinions. We structured the qualitative analysis into five categories (qualifications; activity at school; vision of inclusion; characteristics of the population served and necessary adaptations), from which it was possible to conclude that teachers have (usually as an intrinsic competence and not the having, recognize and seek to have) the ability to finalize and overcome barriers in teaching that they consider inclusive. For reasons of thematic and chronological economy, as it was not possible to extend this study, we recognize its limitations and hope, in a future investigation, for further deepening. Keywords: Special Educational Needs; Professional Education; Inclusion; Professional Education Teachers; Class directors
In this study, we aimed to find out the opinion of class directors regarding the inclusion of students with special educational needs in professional schools. It was our objective to analyze how these professionals understand the process of including students with special educational needs in their professional education classes. We interviewed directors of classes in which there were students with this profile, trying to assess their views regarding the inclusion of these students in the school and in their classes. Five class directors were interviewed and their respective interviews were analysed, which allowed us to collect reliable information about their opinions. We structured the qualitative analysis into five categories (qualifications; activity at school; vision of inclusion; characteristics of the population served and necessary adaptations), from which it was possible to conclude that teachers have (usually as an intrinsic competence and not the having, recognize and seek to have) the ability to finalize and overcome barriers in teaching that they consider inclusive. For reasons of thematic and chronological economy, as it was not possible to extend this study, we recognize its limitations and hope, in a future investigation, for further deepening. Keywords: Special Educational Needs; Professional Education; Inclusion; Professional Education Teachers; Class directors
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Orientação : Isabel Maria Rodrigues do Amaral Oliveira
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, NECESSIDADES EDUCATIVAS ESPECIAIS, ENSINO PROFISSIONAL, DIRETORES DE TURMA, EDUCAÇÃO INCLUSIVA, EDUCAÇÃO, EDUCATION, INCLUSIVE EDUCATION, SPECIAL EDUCATIONAL NEEDS, PROFESSIONAL EDUCATION, FORM TEACHERS