| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 636.04 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A educação inclusiva visa responder à diversidade das necessidades de todos os alunos, promovendo a sua participação e aprendizagem. A participação social dos alunos surge como um indicador da inclusão, sendo por isso necessário o estudo das intervenções, destinadas à sua promoção. Este estudo tem como objetivo sintetizar as características, as estratégias e os efeitos das intervenções, destinadas a promover a participação social de alunos com incapacidades, em contexto educativo, entre 2006 e 2020. Esta revisão sistemática da literatura, incluiu a pesquisa em cinco bases de dados (JSTOR, ERIC, Taylor & Francis, Web of Science e B-ON). Foram incluídos os estudos de caráter experimental, cujos resultados da intervenção focassem pelo menos uma das dimensões da participação social, dos alunos com incapacidades (i.e., interação social com os pares, aceitação social dos pares, amizades/relacionamentos com os pares, autoperceção de aceitação social), o que resultou na identificação final de 45 artigos. A maioria das intervenções identificadas focam as dimensões de interação e aceitação social. Os resultados evidenciam que a maioria das intervenções implementadas, em contexto educativo, tiveram um efeito positivo na participação social dos alunos com incapacidades. A discussão reflete a necessidade de intervenções sobre os relacionamentos de amizade entre os alunos com e sem incapacidades, bem como, a auscultação da opinião dos alunos, em risco de exclusão social, sobre a dimensão social da sua experiência educativa.
Inclusive education aims to respond to the diversity of needs of all students, promoting their participation and learning. The social participation of students appears as an indicator of inclusion, making it necessary to study the interventions, aimed at their promotion. This study aims to synthesize the characteristics, strategies and effects of interventions, aimed at promoting the social participation of students with disabilities, in an educational context, between 2006 and 2020. This systematic review of the literature included the research in five databases. (JSTOR, ERIC, Taylor & Francis, Web of Science and B-ON). Experimental studies were included, whose intervention results focused on at least one of the dimensions of social participation, of students with disabilities (ie, social interaction with peers, social acceptance of peers, friendships / relationships with peers, self-perception of social acceptance), which resulted in the final identification of 45 articles. Most of the identified interventions focus on the dimensions of interaction and social acceptance. The results show that most of the interventions implemented, in an educational context, had a positive effect on the social participation of students with disabilities. The discussion reflects the need for interventions on friendship relationships between students with and without disabilities, as well as listening to students' opinions, at risk of social exclusion, about the social dimension of their educational experience.
Inclusive education aims to respond to the diversity of needs of all students, promoting their participation and learning. The social participation of students appears as an indicator of inclusion, making it necessary to study the interventions, aimed at their promotion. This study aims to synthesize the characteristics, strategies and effects of interventions, aimed at promoting the social participation of students with disabilities, in an educational context, between 2006 and 2020. This systematic review of the literature included the research in five databases. (JSTOR, ERIC, Taylor & Francis, Web of Science and B-ON). Experimental studies were included, whose intervention results focused on at least one of the dimensions of social participation, of students with disabilities (ie, social interaction with peers, social acceptance of peers, friendships / relationships with peers, self-perception of social acceptance), which resulted in the final identification of 45 articles. Most of the identified interventions focus on the dimensions of interaction and social acceptance. The results show that most of the interventions implemented, in an educational context, had a positive effect on the social participation of students with disabilities. The discussion reflects the need for interventions on friendship relationships between students with and without disabilities, as well as listening to students' opinions, at risk of social exclusion, about the social dimension of their educational experience.
Description
Keywords
Participação social Intervenções Alunos com incapacidades Social participation Interventions Students with disabilities
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação