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Abstract(s)
Muitas pessoas acreditam que a inclusão escolar é apenas para as crianças com
deficiência, mas uma escola inclusiva é para todos os alunos incluindo aqueles
que têm necessidades especiais. A escola é, por excelência, o local que tem
como principal objetivo o de ensinar a todos e deve estar preparada para o
fazer. A educação inclusiva pressupõe que todos os alunos aprendam dentro
do ambiente escolar, promovendo a aceitação do outro e compartilhando
experiências. Para conseguirmos que esta premissa aconteça, é necessário que
os professores estejam dispostos a aceitar a diferença e que tenham a
motivação necessária para o trabalho com alunos com necessidades educativas
especiais. Para uma efetiva inclusão é necessário que as escolas tenham uma
forte liderança, na qual a sua direção assuma a responsabilidade nas
competências que lhe são atribuídas e na execução dos seus objetivos
educativos. Com efeito, as conceções e práticas que desenvolve e promove são
determinantes na garantia de uma escola inclusiva. Alguns estudos destacam o
seu papel e identificam um conjunto de características do que designam por
inclusive leadership. Este estudo inscreve-se nesta linha de investigação ao
procurar analisar o papel e ação do diretor de escola na concretização da
educação inclusiva. Deste modo, este estudo pretendeu conhecer as perceções
de diretores, coordenadores de educação especial e outros docentes acerca das
conceções e práticas das figuras de lideranças presentes em agrupamentos de
escolas. Para o efeito, recorreu-se a uma entrevista semiestruturada dirigida
aos diretores, coordenadores da educação especial e outros docentes. Durante
este estudo encontramos 7 grandes temas, divididos em várias subcategorias,
sendo eles escola inclusiva; líder inclusivo; cultura de escola; participação;
trabalho colaborativo; desenvolvimento profissional e práticas inclusivas. Em
conclusão, consideramos que as lideranças escolares parecem estar orientadas
por princípios da liderança inclusiva, ainda que reconheçam dificuldades na
operacionalização de práticas inclusivas.
Many people believe that school inclusion is only for children with disabilities, but an inclusive school is for all students including those with special needs. The school is, par excellence, the place whose main objective is to teach everyone and should be prepared to do it. Inclusive education assumes that all students learn within the school environment, promoting acceptance of each other and sharing experiences. To make this premise happen, it is necessary for teachers to be willing to accept the difference and have the motivation to work with students with special educational needs. For the effective inclusion, it is necessary for schools to have a strong leadership, in which their leadership assumes responsibility in the competences assigned to them and in the execution of their educational objectives. In fact, the concepts and practices it develops and promotes are decisive in ensuring an inclusive school. Some studies stand out their role and identify a set of characteristics of what they call inclusive leadership. This study is part of this line of research when looking to analyse the role and action of the director in the implementation of inclusive education. Thus, this study meant to know the perceptions of principals, coordinators of special education and other teachers about the concepts and practices of leadership figures present in grouping of schools. For this purpose, a semi-structured interview was directed to the directors, coordinators of special education and other teachers. During this study we found 7 major themes, divided into several subcategories, being them inclusive school; inclusive leader; school culture; participation; collaborative work; professional development and inclusive practices. In conclusion, we consider that school leaders seem to be guided by principles of inclusive leadership, even though they recognize difficulties in the operationalization of inclusive practices.
Many people believe that school inclusion is only for children with disabilities, but an inclusive school is for all students including those with special needs. The school is, par excellence, the place whose main objective is to teach everyone and should be prepared to do it. Inclusive education assumes that all students learn within the school environment, promoting acceptance of each other and sharing experiences. To make this premise happen, it is necessary for teachers to be willing to accept the difference and have the motivation to work with students with special educational needs. For the effective inclusion, it is necessary for schools to have a strong leadership, in which their leadership assumes responsibility in the competences assigned to them and in the execution of their educational objectives. In fact, the concepts and practices it develops and promotes are decisive in ensuring an inclusive school. Some studies stand out their role and identify a set of characteristics of what they call inclusive leadership. This study is part of this line of research when looking to analyse the role and action of the director in the implementation of inclusive education. Thus, this study meant to know the perceptions of principals, coordinators of special education and other teachers about the concepts and practices of leadership figures present in grouping of schools. For this purpose, a semi-structured interview was directed to the directors, coordinators of special education and other teachers. During this study we found 7 major themes, divided into several subcategories, being them inclusive school; inclusive leader; school culture; participation; collaborative work; professional development and inclusive practices. In conclusion, we consider that school leaders seem to be guided by principles of inclusive leadership, even though they recognize difficulties in the operationalization of inclusive practices.
Description
Keywords
Escola inclusiva Práticas inclusivas Liderança Inclusive school Inclusive practices Leadership
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação