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Advisor(s)
Abstract(s)
Objetivo: As Reformas no seio educativo atual, caraterizam-se pela inclusão dos
alunos com Necessidades Educativas Especiais (NEE) nas salas de aula de ensino
regular. Contudo, um dos problemas mais apontado para a implementação dos ideais
inclusivos prende-se muitas vezes pela resistência por parte dos Educadores/Professores
em valorizar a diversidade. Deste modo, a presente investigação pretende, estudar a
aceitação dos educadores de infância e professores do EBI quanto à inclusão das crianças
com NEE na sala de aula.
Método: os dados constantes desta investigação foram obtidos através de um
inquérito por questionário, onde foram inquiridos 92 Educadores e 132 professores do 1º
ciclo do EBI, realizado na cidade da Praia-Cabo Verde. Para tal, utilizamos a metodologia
de estudo de cariz quantitativa correlacional. Também como complemento se baseou, na
análise dos documentos orientadores da política inclusiva.
Resultados /Discussão: a análise preliminar dos dados recolhidos indica que os
docentes, estão cada vez mais conscientes da importância e dos benefícios da Educação
Inclusiva. Contudo, reconhece-se a necessidade de uma formação contínua na área da
Educação Especial (EE). Os resultados revelaram uma situação preocupante, porque a
percentagem dos participantes que nunca participaram em nenhuma formação acerca da
EE é significativa.
Objective: The inclusion of students with special educational needs (SEN) in classes of regular teaching, is the approach that characterizes the reforms that have been applied to the current educational area/system. However, one of the most constant pointed out problem regarding the implementation of inclusive ideals, has to do with the educators/professors’ resistance to accept the value of diversity. In order to further understand and better address this issue, the present investigation intends to study childhood educators’ and professors of IBS’ acceptance of inclusion of students with special educational needs in the classrooms. Method: The data presented in this research were obtained through a questionnaire survey that took place in Praia, Cape Verde. The inquired participants included 12 educators and 132 IBS professors of first grade. In order to do this, we used the methodology of correlational quantitative study. And, to complement this inquiry, we also analyzed the guidelines of inclusive policy. Results /Discussion: The preliminary analysis of the data collected indicated that the professors’ awareness of the importance and benefits of inclusive education is intensifying. However, there’s still the need for continuous educators’ training in the area of Special Education (SE). The results demonstrated that the percentage of educators, who haven’t had any type of training with respect to SE, is very significant. This is a troubling situation.
Objective: The inclusion of students with special educational needs (SEN) in classes of regular teaching, is the approach that characterizes the reforms that have been applied to the current educational area/system. However, one of the most constant pointed out problem regarding the implementation of inclusive ideals, has to do with the educators/professors’ resistance to accept the value of diversity. In order to further understand and better address this issue, the present investigation intends to study childhood educators’ and professors of IBS’ acceptance of inclusion of students with special educational needs in the classrooms. Method: The data presented in this research were obtained through a questionnaire survey that took place in Praia, Cape Verde. The inquired participants included 12 educators and 132 IBS professors of first grade. In order to do this, we used the methodology of correlational quantitative study. And, to complement this inquiry, we also analyzed the guidelines of inclusive policy. Results /Discussion: The preliminary analysis of the data collected indicated that the professors’ awareness of the importance and benefits of inclusive education is intensifying. However, there’s still the need for continuous educators’ training in the area of Special Education (SE). The results demonstrated that the percentage of educators, who haven’t had any type of training with respect to SE, is very significant. This is a troubling situation.
Description
Keywords
Inclusão de Alunos com NEE Atitude dos professores Formação dos Professores Inclusion of SEN students Professors’ attitudes Professors’ training
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação