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Publication
A implementação do DL54/2018: a visão do professor de educação especial
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Advisor(s)
Abstract(s)
A publicação do Decreto-Lei nº 54/2018, de 6 de julho, estabeleceu um compromisso com a educação inclusiva, através de metodologias e práticas educativas, assentes num modelo de Abordagem Multinível de Suporte. Este facto criou expectativas e convicções em toda a comunidade educativa, com relevância para os professores de educação especial.
Neste sentido, o presente estudo pretende contribuir para o conhecimento do processo de implementação deste modelo, segundo a visão de alguns professores de educação especial. Para tal, foram realizadas 15 entrevistas a professores de educação especial de escolas do norte de Portugal, cujos dados foram examinados segundo uma análise de conteúdo temático.
Os resultados demonstraram o prolongamento de algumas preocupações relativas à operacionalização do modelo Abordagem Multinível de Suporte, nomeadamente sobre a elegibilidade dos alunos para os serviços de educação especial, os documentos pedagógicos, o papel do professor de educação especial e a falta de recursos.
The publication of Decree 54/2018 established a commitment to inclusive education, through educational methodologies and practices, based in the three-tiered support system. This has brought new expectations and convictions for the educational community, especially for the special education teachers. So, this research aims to contribute to the knowledge of the implementation of the three-tiered support system in schools, according to the vision of some special education teachers. 15 interviews were carried out with special education teachers from schools in the north of Portugal, whose data were validated after an analysis of thematic content. The main findings showed the extension of some concerns related to the principles of the three-tiered support system namely about the eligibility of students for special education services, pedagogical documents, the role of the special education teacher and the lack of resources.
The publication of Decree 54/2018 established a commitment to inclusive education, through educational methodologies and practices, based in the three-tiered support system. This has brought new expectations and convictions for the educational community, especially for the special education teachers. So, this research aims to contribute to the knowledge of the implementation of the three-tiered support system in schools, according to the vision of some special education teachers. 15 interviews were carried out with special education teachers from schools in the north of Portugal, whose data were validated after an analysis of thematic content. The main findings showed the extension of some concerns related to the principles of the three-tiered support system namely about the eligibility of students for special education services, pedagogical documents, the role of the special education teacher and the lack of resources.
Description
Keywords
Implementação da abordagem multinível de suporte Educação especial Professor de educação especial Educação inclusiva Three-tiered support system Special education Special education teacher Inclusive education
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence