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Advisor(s)
Abstract(s)
O Programa Educativo Individual (PEI), enquanto parte integrante do Relatório Técnico-Pedagógico (RTP), contempla as respostas desenhadas para os alunos com Medidas Adicionais de Suporte em contexto educativo. Pela análise dos objetivos que constam no PEI podemos perceber a diretriz do seu processo de aprendizagem, definida pelos intervenientes responsáveis. Os objetivos estabelecidos representam as competências que se definem como estruturantes para que os alunos progridam em termos pessoais e educacionais de acordo com o seu perfil de funcionalidade.
Neste estudo qualitativo e quantitativo foram avaliados 390 objetivos de 30 PEI de alunos portugueses, com Medidas Adicionais de Suporte à aprendizagem. Para medir a qualidade dos objetivos, recorreu-se ao Instrumento de Avaliação de Metas e Objetivos do IFSP/IEP.
Os resultados mostraram que a qualidade dos objetivos é de uma forma geral baixas, com especial evidência na dimensão da mensurabilidade. Simultaneamente é notório o recurso à repetição de objetivos para os alunos. É uma necessidade premente dotar os profissionais envolvidos de conhecimentos e ferramentas que facilitem o processo de formulação e de avaliação dos objetivos .
The Individual Educational Program (IEP), as an integral part of the Technical-Pedagogical Report, includes responses designed for students with Additional Support in the educational context. By Analysing the objectives contained in the IEP we can understand the guideline of its learning process, defined by the responsible participants. The established objectives represent the abilities defined as structuring for students to progress in personal and educational terms, according to their functionality profile. In this qualitative and quantitative study, 390 objectives of 30 IEPs of Portuguese students with Additional Support Learning were analysed. To measure the quality of the objectives, was used the IFSP/IEP Goals and Objectives Assessment Instrument. The results showed that the quality of the objective is generally low, with special evidence in the measurability dimension. Simultaneously, the use of repeating objectives for students is notorious. It is an urgent need to provide the professionals involved with knowledge and tools that facilitate the process of formulating and evaluating objectives.
The Individual Educational Program (IEP), as an integral part of the Technical-Pedagogical Report, includes responses designed for students with Additional Support in the educational context. By Analysing the objectives contained in the IEP we can understand the guideline of its learning process, defined by the responsible participants. The established objectives represent the abilities defined as structuring for students to progress in personal and educational terms, according to their functionality profile. In this qualitative and quantitative study, 390 objectives of 30 IEPs of Portuguese students with Additional Support Learning were analysed. To measure the quality of the objectives, was used the IFSP/IEP Goals and Objectives Assessment Instrument. The results showed that the quality of the objective is generally low, with special evidence in the measurability dimension. Simultaneously, the use of repeating objectives for students is notorious. It is an urgent need to provide the professionals involved with knowledge and tools that facilitate the process of formulating and evaluating objectives.
Description
Keywords
Programa Educativo Individual Objetivos Alunos com medidas adicionais de suporte à aprendizagem R-GORI Individual Educational Program Goals Students with additional learning support
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação