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Authors
Advisor(s)
Abstract(s)
A inclusão como paradigma educativo é cada vez mais aceite nos dias de hoje.
Diversas publicações neste âmbito, tais como O Forúm Mundial de Educação para
Todos (1990), a Declaração de Salamanca (1994) e o Enquadramento da Ação de Dakar
(2000), bem como a ênfase dada à igualdade de oportunidades vêm sustentar uma
política de educação para todos. As restrições à participação dos alunos com
multideficiência legitimam um continuum de serviços que responda às suas
particularidades. O projeto Centro de Recursos para a Inclusão (CRI) surge no âmbito
da reorientação das escolas especiais, na passagem destes alunos para as escolas de
ensino regular.
A presente investigação descreve as práticas e perceções dos técnicos do CRI
quanto à atuação da equipa e demais intervenientes no processo educativo dos alunos
com multideficiência. Para o efeito, foram entrevistados todos os técnicos (32) de
equipas CRI do distrito do Porto que atuam com aquela população em contexto
escolar.
Os resultados evidenciaram que os técnicos percecionam a sua equipa como tendo
todas as valências terapêuticas necessárias, concordam com a inclusão de alunos com
multideficiência na escola de ensino regular e salientam a necessidade de serem
modificadas atitudes relativas à pragmatização desta abordagem. As práticas de
avaliação dos alunos resultam de contributos individualizados dos intervenientes,
conquanto a intervenção seja realizada nos contextos reais dos indivíduos. Por fim, os
profissionais consideram fundamental participarem na elaboração da documentação
relativa ao aluno e, consequentemente, sugerem um efetivo reconhecimento e
envolvimento da equipa no trabalho desenvolvido nas escolas.
The inclusion as educational paradigm is increasingly accepted nowadays. The number of publications in this area, such as World Conference on Education for All (1990), Salamanca Declaration (1994) and Dakar Framework for Action (2000) as well as the emphasis given to equal opportunities encourages a policy of education for all. Participation restrictions of students with multiple disabilities legitimate a continuum of services to meet their particularities. The project Centro de Recursos para a Inclusão (CRI) is built under the reorientation of special schools, supporting the transition of these students to mainstream schools. This investigation describes the practices and perceptions of CRI’s professionals regarding the teams’ performance and other stakeholders in the educational process of students with multiple disabilities. In order to understand this work, we interviewed the staff (32) of CRI’s teams in the district of Porto who work with that population in the school context. The results showed that professionals perceive their team as having all the necessary therapeutic valences, they agree with the inclusion of students with multiple disabilities in mainstream school and emphasize the need to modify attitudes towards the pragmatization of this approach. Assessment methods result from individual stakeholders’ contributions, while the intervention is performed in real contexts of individuals. Finally, professionals acknowledge their role in students’ documentation as essential and thus suggest an effective recognition and involvement of the team in work at schools.
The inclusion as educational paradigm is increasingly accepted nowadays. The number of publications in this area, such as World Conference on Education for All (1990), Salamanca Declaration (1994) and Dakar Framework for Action (2000) as well as the emphasis given to equal opportunities encourages a policy of education for all. Participation restrictions of students with multiple disabilities legitimate a continuum of services to meet their particularities. The project Centro de Recursos para a Inclusão (CRI) is built under the reorientation of special schools, supporting the transition of these students to mainstream schools. This investigation describes the practices and perceptions of CRI’s professionals regarding the teams’ performance and other stakeholders in the educational process of students with multiple disabilities. In order to understand this work, we interviewed the staff (32) of CRI’s teams in the district of Porto who work with that population in the school context. The results showed that professionals perceive their team as having all the necessary therapeutic valences, they agree with the inclusion of students with multiple disabilities in mainstream school and emphasize the need to modify attitudes towards the pragmatization of this approach. Assessment methods result from individual stakeholders’ contributions, while the intervention is performed in real contexts of individuals. Finally, professionals acknowledge their role in students’ documentation as essential and thus suggest an effective recognition and involvement of the team in work at schools.
Description
Keywords
Inclusão CRI Centro de recursos para a inclusão Multideficiência Participação Inclusion Multiple disabilities Participation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação