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Authors
Advisor(s)
Abstract(s)
Objetivo: Em 2018, uma nova política educativa foi introduzida no nosso
país, o Decreto-Lei nº54/2018, propondo mudanças que geraram desafios e
oportunidades para os profissionais das escolas. Esta investigação tem como
objetivo o estudo das experiências e opiniões de profissionais pertencentes à
equipa multidisciplinar permanente, de um Agrupamento de Escolas, na
implementação do novo Diploma de Educação Inclusiva.
Método: Os dados constantes desta investigação foram obtidos em dois
momentos distintos: no 1º período e no 3º período do presente ano letivo,
através de entrevistas a seis profissionais de um Agrupamento de Escolas do
Norte do país. Os tópicos de discussão dizem respeito ao objeto e âmbito do
novo Decreto-Lei; à equipa multidisciplinar na condução do processo de
identificação das medidas de suporte à aprendizagem e inclusão; à
reconfiguração do CAA e ao envolvimento dos elementos da equipa no
processo de identificação de medidas de suporte e na construção do RTP e do
PEI, por referência à CIF.
Resultados: Os resultados apontam que os profissionais estão cada vez
mais conscientes e envolvidos no novo quadro de políticas inclusivas.
Contudo, os coordenadores de ciclo anuem e reconhecem a importância do
psicólogo, do adjunto da direção e do coordenador de educação especial na
implementação do diploma. Aferimos que à medida que adquirem mais
conhecimento e experiência as preocupações envolvem a
informação/formação, o tempo e recursos para a implementação, a
sensibilização na escola e a definição de medidas de suporte à aprendizagem.
Objective: In 2018, a new educational policy was introduced in our country, Decree-Law nº54/2018, whose changes generated challenges and opportunities for school professionals. This research aims to study the experiences and opinions of professionals belonging to the permanent multidisciplinary team of a School Grouping in the implementation of the new Inclusive Education Diploma. Method: The data included in this research were obtained in two different moments: in the first period and in the third period of this school year, through interviews with six professionals from a Northern School Grouping. The topics of discussion concern the object and scope of the new Decree-Law; the multidisciplinary team in the process of identifying measures to support learning and inclusion; the reconfiguration of the CAA and the involvement of team members in the process of identifying measures to support learning and inclusion and in the construction of the RTP and the PEI, by reference to the CIF. Results: The results show that professionals are increasingly aware of and involved in the new framework of inclusive policies. However, cycle coordinators agree and acknowledge the importance of the psychologist, the assistant principal, and the special education coordinator in implementing the diploma. We note that as they acquire more knowledge and experience the concerns involve information/training, time and resources for implementation, school awareness and the definition of measures to support learning.
Objective: In 2018, a new educational policy was introduced in our country, Decree-Law nº54/2018, whose changes generated challenges and opportunities for school professionals. This research aims to study the experiences and opinions of professionals belonging to the permanent multidisciplinary team of a School Grouping in the implementation of the new Inclusive Education Diploma. Method: The data included in this research were obtained in two different moments: in the first period and in the third period of this school year, through interviews with six professionals from a Northern School Grouping. The topics of discussion concern the object and scope of the new Decree-Law; the multidisciplinary team in the process of identifying measures to support learning and inclusion; the reconfiguration of the CAA and the involvement of team members in the process of identifying measures to support learning and inclusion and in the construction of the RTP and the PEI, by reference to the CIF. Results: The results show that professionals are increasingly aware of and involved in the new framework of inclusive policies. However, cycle coordinators agree and acknowledge the importance of the psychologist, the assistant principal, and the special education coordinator in implementing the diploma. We note that as they acquire more knowledge and experience the concerns involve information/training, time and resources for implementation, school awareness and the definition of measures to support learning.
Description
Keywords
Implementação Decreto-Lei nº54/2018 Opiniões dos profissionais Mudanças Equipa Implementation Decree-Law nº54/2018 Professional opinions Changes Team
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação