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Advisor(s)
Abstract(s)
Com esta pesquisa pretende-se entender as perceções dos professores
relativamente à colaboração entre a escola e as famílias de crianças com NEE.
A investigação parte do esclarecimento de alguns conceitos relacionados com
o tema, apontando igualmente alguns estudos similares realizados noutros
países.
Assim, propuseram-se como objetivos: o entendimento que os professores
têm sobre o PEI; as perceções que os professores têm sobre o envolvimento
dos pais na avaliação, planificação e intervenção do PEI dos seus filhos; as
diferenças entre as perceções de professores do ensino regular e de
professores da educação especial; se o facto de o aluno possuir a medida CEI
afeta as perceções de ambos os grupos docentes e as práticas dos professores
de educação especial no envolvimento dos pais neste processo.
Para cumprir estes objetivos procedeu-se a um estudo de natureza
quantitativa, através de um questionário, como instrumento de recolha de
dados, destinado aos professores do ensino regular (pré-escolar, 1º, 2º, e 3º
ciclo do ensino básico e secundário) e da educação especial.
A partir da análise dos dados recolhidos constatou-se que segundo os
professores, a colaboração entre a escola e as famílias acontece e é benéfica
para o desenvolvimento dos alunos com NEE, embora em alguns itens, as
opiniões dos professores do ensino regular e da educação especial sejam
significativamente diferentes, nomeadamente perante o facto de o aluno
possuir a medida currículo especifico individual. No entanto, os professores
sugerem que esta relação precisa de ser melhorada e deixam algumas
sugestões para tornar este processo mais eficaz.
This research aims to understand the perceptions of teachers regarding collaboration between the school and families of children with SEN. The research part of clarifying some concepts related to the topic, pointing also some similar studies in other countries. Thus, the following objectives were proposed: the understanding that teachers have on PEI, the perceptions that teachers have about the involvement of parents in assessment, planning and intervention PEI of their children, the differences between the perceptions of regular and special education teachers, is the fact that the student possess the individual specific curriculum measure affects perceptions of both groups and practices of special education teachers in parental involvement in this process . To meet these goals we proceeded to a quantitative study, using a questionnaire as an instrument of data collection, designed for regular teachers (pre-school, 1st, 2nd, and 3rd cycle of basic education and secondary) and special education teachers. From the analysis of the data collected it was found that according to the teachers , collaboration between the school and families happens and is beneficial to the development of pupils with SEN, although in some items, the opinions of regular teachers and education special are significantly different, namely to the fact that the student possess individual specific curriculum. However, teachers suggest that this ratio needs to be improved and leave some suggestions to make this process more effective.
This research aims to understand the perceptions of teachers regarding collaboration between the school and families of children with SEN. The research part of clarifying some concepts related to the topic, pointing also some similar studies in other countries. Thus, the following objectives were proposed: the understanding that teachers have on PEI, the perceptions that teachers have about the involvement of parents in assessment, planning and intervention PEI of their children, the differences between the perceptions of regular and special education teachers, is the fact that the student possess the individual specific curriculum measure affects perceptions of both groups and practices of special education teachers in parental involvement in this process . To meet these goals we proceeded to a quantitative study, using a questionnaire as an instrument of data collection, designed for regular teachers (pre-school, 1st, 2nd, and 3rd cycle of basic education and secondary) and special education teachers. From the analysis of the data collected it was found that according to the teachers , collaboration between the school and families happens and is beneficial to the development of pupils with SEN, although in some items, the opinions of regular teachers and education special are significantly different, namely to the fact that the student possess individual specific curriculum. However, teachers suggest that this ratio needs to be improved and leave some suggestions to make this process more effective.
Description
Keywords
Necessidades educativas especiais Família Escola Colaboração Special educative needs Family School Cooperation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação