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Advisor(s)
Abstract(s)
Nas últimas décadas têm vindo a assumir centralidade assuntos relacionados com
a validade dos processos de elegibilidade em educação especial. Esta discussão tem
vindo a ser marcada pela substituição do uso de classificações unidimensionais da
incapacidade (focadas nas deficiências e diagnósticos clínicos) por outras
multidimensionais - mais voltadas para aspetos da funcionalidade. Esta tendência
refletiu-se em Portugal com a introdução da CIF-CJ (Classificação Internacional de
Funcionalidade, Incapacidade e Saúde – Crianças e Jovens) como modelo de
referência para o desenvolvimento de perfis de funcionalidade que pudessem basear
os processos de decisão em educação especial. Com este estudo pretendemos
analisar em que medida os perfis de funcionalidade elaborados por referência à CIFCJ
sustentam as tomadas de decisão em educação especial, comparando as medidas
ativadas por diferentes equipas face à mesma gama de informação e auscultando a
opinião das equipas educacionais sobre as variáveis influentes nas tomadas de
decisão. Foi implementada uma estratégia de investigação mista, desenvolvendo
uma pesquisa por inquérito aplicada a 75 profissionais integrados em 25
agrupamentos de escolas do distrito do Porto, a fim de apurar - através de vinhetas –
o grau de acordo entre as diferentes equipas nas tomadas de decisão relativas à
elegibilidade e à seleção das respostas educativas. A par foi desenvolvido um estudo
de caso com o objetivo de aprofundar a identificação de outras variáveis para além
do perfil de funcionalidade influenciam as tomadas de decisão. O estudo de caso
contou com a aplicação de entrevistas a seis professores de educação especial
representativos de diferentes equipas educativas. Os resultados mostram um
consenso de 100% sobre a elegibilidade e um acordo situado acima dos 76% no que
concerne à seleção das respostas educativas. A análise do perfil de funcionalidade é
perspetivada pelos professores de educação especial como uma peça fundamental
na tomada de decisão.
In the last decades issues related to the validity of eligibility procedures in special education have taken a central role. This discussion has been marked by the substitution of one-dimensional classifications of disability (focused on deficiencies and clinical diagnoses) by other multidimensional ones - more focused on aspects of functionality. This trend was reflected in Portugal with the introduction of the ICF-CY, (International Classification of Functioning, Disability and Health), as a reference model for the development of feature profiles which could help on the decisionmaking processes in special education. With this study we intend to analyze how the functionality of profiles prepared according to the ICF-CY support the special education management needs, comparing the measurements activated by different teams facing the same range of information and sounding the opinion of the educational teams about the influential variables in decision-making. A mixed research strategy was implemented, using a search for survey applied to 75 professionals integrated into 25 groups of Oporto district schools in order to determine - through vignettes - the degree of agreement between the different teams in decision-making concerning the eligibility and selection of educational responses. At the same time, it was developed a case study in order to deepen the identification of other variables that beyond the functionality profile, also influence the decision-making. The case study involved the application of interviews to six special education teachers representing different educational teams. the results show a 100% consensus on eligibility and an agreement situated above 76% related to the selection of educational responses. The analysis of the functionality profile is viewed by special education teachers as a very important part in decision-making.
In the last decades issues related to the validity of eligibility procedures in special education have taken a central role. This discussion has been marked by the substitution of one-dimensional classifications of disability (focused on deficiencies and clinical diagnoses) by other multidimensional ones - more focused on aspects of functionality. This trend was reflected in Portugal with the introduction of the ICF-CY, (International Classification of Functioning, Disability and Health), as a reference model for the development of feature profiles which could help on the decisionmaking processes in special education. With this study we intend to analyze how the functionality of profiles prepared according to the ICF-CY support the special education management needs, comparing the measurements activated by different teams facing the same range of information and sounding the opinion of the educational teams about the influential variables in decision-making. A mixed research strategy was implemented, using a search for survey applied to 75 professionals integrated into 25 groups of Oporto district schools in order to determine - through vignettes - the degree of agreement between the different teams in decision-making concerning the eligibility and selection of educational responses. At the same time, it was developed a case study in order to deepen the identification of other variables that beyond the functionality profile, also influence the decision-making. The case study involved the application of interviews to six special education teachers representing different educational teams. the results show a 100% consensus on eligibility and an agreement situated above 76% related to the selection of educational responses. The analysis of the functionality profile is viewed by special education teachers as a very important part in decision-making.
Description
Keywords
Eligibility Special Needs Education International Classification of Functioning Functionality profile Decision-making Elegibilidade Necessidades educativas especiais Classificação Internacional de Funcionalidade Perfil de funcionalidade Tomada de decisão
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação