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Objetivo: Em Portugal existem dois modelos de prestação de serviços de Terapeutas da fala nas escolas. Assim, foi nosso propósito analisar a prática dos Terapeutas da Fala (TF’s) contratados pelos Agrupamentos de Escolas (AE) e pelos Centros de Recursos para a Inclusão (CRI) de forma a perceber se os modelos de atuação interferem na prestação do apoio aos alunos e no tipo de interações entre os profissionais da equipa educativa.
Método: A análise dos dois modelos de prestação de serviços de Terapeutas da Fala nas escolas compreende uma pesquisa por inquérito, de forma a obter indicadores das opiniões dos TF’s relativamente à interação da equipa no processo educativo dos alunos com Necessidades Educativas Especiais (NEE). Para recrutar a amostra utilizamos um procedimento não probabilístico, acidental. A amostra é constituída por dois grupos distintos tendo o total de 20 participantes (n=20): 10 TF’s contratados pelos Agrupamentos de Escolas e 10 TF’s dos Centros de Recursos para a Inclusão que prestam serviços nas escolas da Área Metropolitana do Porto. Resultados/Discussão: Os TF’s dos AE dedicam significativamente mais horas de trabalho semanais no apoio aos alunos comparativamente aos TF’s dos CRI. Os TF’s dos AE gastam menos tempo nas viagens entre escolas o que permitirá um foco de atenção mais direcionado para os restantes itens. As horas semanais são assim mais direcionadas para o aluno em si e todo o processo envolvente. Esta é, de facto, uma barreira que os Terapeutas da Fala dos Centros de Recursos para a Inclusão enfrentam no que diz respeito ao tipo de interações entre os profissionais da equipa educativa.
Objective: In Portugal there are two models of services provided by Speech Therapists in schools. In that sense, it was our purpose to analyze possible differences in the mechanisms of interaction between Speech Therapists hired by school groups and by the Resource Centres for Inclusion in order to understand if the role models interfere with the Support to students and with the type of interactions between professionals of the educational team. Method: The analysis of both models of Speech Therapists services in schools comprises a survey research in order to collect indicators regarding Speech Therapists about the interaction of the team in the educational process of students with Special Educational Needs. To obtain the sample we used a non-probabilistic, accidental procedure. This sample consists of two distinct groups with a total of 20 participants (n = 20), 10 Speech Therapists hired by school groups and 10 Speech Therapists working at the Resource Centres for Inclusion providing services at schools in the Porto Metropolitan Area. Results / Discussion: The Speech Therapists of school groups dedicate significantly more weekly working hours supporting students than Speech Therapists of Resource Centres for Inclusion. The Speech Therapists of school groups spend less time travelling between schools which will alow a higher focus of attention councerning the remaining items. Therefore, weekly hours are more focussed on students and their development process. This is indeed a barrier that Speech Therapists of Resource Centres for Inclusion face regarding the type of interactions between professionals of the educational team.
Objective: In Portugal there are two models of services provided by Speech Therapists in schools. In that sense, it was our purpose to analyze possible differences in the mechanisms of interaction between Speech Therapists hired by school groups and by the Resource Centres for Inclusion in order to understand if the role models interfere with the Support to students and with the type of interactions between professionals of the educational team. Method: The analysis of both models of Speech Therapists services in schools comprises a survey research in order to collect indicators regarding Speech Therapists about the interaction of the team in the educational process of students with Special Educational Needs. To obtain the sample we used a non-probabilistic, accidental procedure. This sample consists of two distinct groups with a total of 20 participants (n = 20), 10 Speech Therapists hired by school groups and 10 Speech Therapists working at the Resource Centres for Inclusion providing services at schools in the Porto Metropolitan Area. Results / Discussion: The Speech Therapists of school groups dedicate significantly more weekly working hours supporting students than Speech Therapists of Resource Centres for Inclusion. The Speech Therapists of school groups spend less time travelling between schools which will alow a higher focus of attention councerning the remaining items. Therefore, weekly hours are more focussed on students and their development process. This is indeed a barrier that Speech Therapists of Resource Centres for Inclusion face regarding the type of interactions between professionals of the educational team.
Description
Keywords
Terapeutas da fala Agrupamentos de Escolas Centro de Recursos para a inclusão Interações Speech therapists School groups Resource Centres for inclusion Interactions
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Instituto Politécnico do Porto. Escola Superior de Educação