A atitude dos alunos face à inclusão dos seus pares com deficiência
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Data
2011
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A escola actual encontra-se perante o desafio de responder com afectividade às
necessidades educativas especiais de uma população cada vez mais heterogénea, onde se adopte
um modelo de atendimento adequado a cada um. Neste contexto, consideramos os alunos, os
professores e os encarregados de educação elementos chave de todo o processo, sobre os quais
recaem responsabilidades acrescidas na concretização da filosofia inclusiva.
O presente estudo tem como objectivo averiguar a atitude dos alunos face à inclusão dos
seus pares com deficiência, determinando o modo como estes percepcionam as atitudes dos
professores e dos pais face à inclusão de alunos com NEE de carácter permanente, vantagens e
desvantagens da inclusão de alunos com NEE de carácter permanente e a cooperação entre alunos
com e sem deficiência, tendo em conta a tipologia da deficiência (motora e mental). No caso do
nosso estudo, contámos com a participação de 520 alunos (N= 270 género feminino e N=250 do
género masculino), uma amostra distribuída pelo 2ºciclo, 3º ciclo e secundário dos distritos de
Setúbal e Lisboa.
A recolha de dados concretizou-se pela aplicação do AID – EF, questionário da autoria de
Ramos Leitão, 2011.Esta metodologia de recolha e tratamento de informação permitiu-nos
concluir que, na opinião dos alunos ditos normais a atitude dos professores face à inclusão de
alunos com NEE de carácter permanente (dimensão d1), não varia em função da tipologia da
deficiência (deficiência motora e mental).
Da mesma forma, não foram encontradas diferenças significativas entre os dois grupos
(deficiência motora e mental), na opinião dos alunos ditos normais, no que respeita às vantagens
da inclusão dos alunos com NEE de carácter permanente (dimensão d2).
Na opinião dos alunos ditos normais os resultados demonstraram que a cooperação entre
alunos com e sem deficiência (dimensão d3), varia em função da tipologia da deficiência
(deficiência motora e mental), apontando esses resultados para uma maior cooperação entre os
alunos ditos normais e os seus pares com deficiência mental.
Não foram igualmente encontradas diferenças significativas no que respeita às
desvantagens da inclusão dos alunos com NEE de carácter permanente (dimensão 4), quando
temos em consideração a tipologia da deficiência (deficiência motora e mental).
Da mesma forma, na opinião dos alunos normais ditos normais a atitude dos pais face à
inclusão de alunos com NEE de carácter permanente (dimensão d5) não variam em função da
tipologia da deficiência (deficiência motora e mental).
Currently the school is faced with the challenge of responding affectionately to the special educational needs of an increasingly heterogeneous population, where a standard model is adopted for each individual. In this context, we consider the students, teachers and guardians, key elements in the whole process, over which fall increased responsibilities in the implementation of the inclusive philosophy. The present study aims to determine the attitude of students towards the inclusion of peers with disabilities, determining how they perceive the attitudes of teachers and parents towards the inclusion of pupils with permanent special education needs, advantages and disadvantages of including students with permanent special education needs and the cooperation between students with and without disabilities, taking into account the type of disability (mental and motor). In the case of our study, we had the participation of 520 students (N = 270 N = female and 250 male), a sample distributed to the 2nd cycle, 3rd cycle and Secondary schools in the districts of Setúbal and Lisbon. The data collected was enabled by the application of the IDA - EF, questionnaire by Ramos Leitão, 2011. This methodology of collecting and processing information allowed us to conclude that, in the opinion of the so-called normal students the teachers´ attitude towards the inclusion of pupils with permanent special education needs (dimension d1) does not vary according to the type of disability (motor and mental). Likewise, no significant differences were found between the two groups (mental and motor), in the opinion of the so-called normal students, with regard to the benefits of the inclusion of pupils with permanent special education needs (dimension d2). In the opinion of the so-called normal students, the results demonstrated that the cooperation between students with and without disabilities (dimension d3), vary depending on the type of disability (mental and motor), these results pointing to a greater cooperation between the so-called normal students and their peers with mental disabilities. There were also no significant differences with respect to the disadvantages of inclusion of pupils with permanent special education needs (dimension d4), when we take into account the type of disability (mental and motor). Similarly, in the opinion of the so-called normal students, the parents´ attitude towards the inclusion of pupils with permanent special education needs (dimension d5) does not vary according to the type of disability (mental and motor).
Currently the school is faced with the challenge of responding affectionately to the special educational needs of an increasingly heterogeneous population, where a standard model is adopted for each individual. In this context, we consider the students, teachers and guardians, key elements in the whole process, over which fall increased responsibilities in the implementation of the inclusive philosophy. The present study aims to determine the attitude of students towards the inclusion of peers with disabilities, determining how they perceive the attitudes of teachers and parents towards the inclusion of pupils with permanent special education needs, advantages and disadvantages of including students with permanent special education needs and the cooperation between students with and without disabilities, taking into account the type of disability (mental and motor). In the case of our study, we had the participation of 520 students (N = 270 N = female and 250 male), a sample distributed to the 2nd cycle, 3rd cycle and Secondary schools in the districts of Setúbal and Lisbon. The data collected was enabled by the application of the IDA - EF, questionnaire by Ramos Leitão, 2011. This methodology of collecting and processing information allowed us to conclude that, in the opinion of the so-called normal students the teachers´ attitude towards the inclusion of pupils with permanent special education needs (dimension d1) does not vary according to the type of disability (motor and mental). Likewise, no significant differences were found between the two groups (mental and motor), in the opinion of the so-called normal students, with regard to the benefits of the inclusion of pupils with permanent special education needs (dimension d2). In the opinion of the so-called normal students, the results demonstrated that the cooperation between students with and without disabilities (dimension d3), vary depending on the type of disability (mental and motor), these results pointing to a greater cooperation between the so-called normal students and their peers with mental disabilities. There were also no significant differences with respect to the disadvantages of inclusion of pupils with permanent special education needs (dimension d4), when we take into account the type of disability (mental and motor). Similarly, in the opinion of the so-called normal students, the parents´ attitude towards the inclusion of pupils with permanent special education needs (dimension d5) does not vary according to the type of disability (mental and motor).
Descrição
Orientação: Francisco Ramos Leitão
Palavras-chave
EDUCAÇÃO FÍSICA, EDUCAÇÃO INCLUSIVA, NECESSIDADES EDUCATIVAS ESPECIAIS, CIDADÃOS COM DEFICIÊNCIA, ALUNOS, INCLUSIVE EDUCATION, PHYSICAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, CITIZENS WITH DISABILITIES, STUDENTS, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO