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Advisor(s)
Abstract(s)
Este estudo teve como objetivo avaliar o conhecimento, as perceções e a
intenção comportamental - as atitudes - das crianças em idade pré-escolar com
desenvolvimento típico relativamente aos seus pares com incapacidade ou
deficiência. As atitudes das crianças foram avaliadas a partir da observação de
fotografias de crianças de três grupos distintos: (1) com incapacidade intelectual,
(2) com incapacidade motora e (3) sem incapacidades. Participaram nesta
investigação 34 crianças a frequentar o ensino pré-escolar, com mais de 4 anos de
idade e com desenvolvimento típico. Os participantes foram selecionados de 4 salas
com crianças com Necessidades Adicionais de Suporte (NAS) e 4 sem crianças com
NAS. A recolha dos dados foi efetuada através de quatro instrumentos:
"Understanding Disability Scale", "Perceived Attributes Scale", "Perceived Capacibilities Scale", "Behavioral Intentions Scale".
Os resultados obtidos indicaram a existência de muitas dúvidas sobre o que é a
deficiência física e incapacidade intelectual. Relativamente à perceção de atributos
e capacidades, verificou-se que existem opiniões mais positivas em relação aos
pares com desenvolvimento típico comparativamente aos pares com
incapacidades. Ao nível da intenção comportamental, os resultados mostraram que
não existem diferenças entre os três grupos, isto é, o facto de os pares terem um
desenvolvimento típico ou terem incapacidade intelectual ou deficiência física, não
determina a predisposição das crianças para interagirem perante os mesmos.
Contrariamente à nossa expectativa, o ambiente educativo (inclusivo vs. nãoinclusivo,
isto é, ter ou não na mesma turma colegas com incapacidades ou
deficiência) não tem um impacto significativo nas atitudes das crianças
This study aimed to evaluate the knowledge, the perceptions and behavioural intentions – attitudes – of typically developing pre-schoolers towards peers with disability. The children attitudes were assessed from photographs watching other children from three distinct groups: (1) with intellectual disability, (2) with physical disability and (3) without disabilities. There were 34 pre-schoolers participating in this research, aged over 4 years old and typically developed. The participants were selected from 4 classes with children with Additional Support Needs (ASN) and 4 classes with typically developing children only. The data collection was performed through four instruments: "Understanding Disability Scale", "Perceived Attributes Scale", "Perceived Capacibilities Scale", "Behavioral Intentions Scale". The results indicated that there are many doubts about what is physical and intellectual disability. Concerning the perception of attributes and capabilities, it was found that there are more positive opinions towards peers with typical development when compared with peers with disability. In terms of behavioural intention, the results showed no difference among the three groups, this is, the fact that the peers have a typical development or have intellectual disability or physical disability, does not determine the predisposition of children to interact with peers. Contrary to what we would expect, the educational environment (inclusive vs non inclusive, this is, whether or not to have in the same class colleagues with physical or intellectual disabilities) does not have a significant impact on children attitudes.
This study aimed to evaluate the knowledge, the perceptions and behavioural intentions – attitudes – of typically developing pre-schoolers towards peers with disability. The children attitudes were assessed from photographs watching other children from three distinct groups: (1) with intellectual disability, (2) with physical disability and (3) without disabilities. There were 34 pre-schoolers participating in this research, aged over 4 years old and typically developed. The participants were selected from 4 classes with children with Additional Support Needs (ASN) and 4 classes with typically developing children only. The data collection was performed through four instruments: "Understanding Disability Scale", "Perceived Attributes Scale", "Perceived Capacibilities Scale", "Behavioral Intentions Scale". The results indicated that there are many doubts about what is physical and intellectual disability. Concerning the perception of attributes and capabilities, it was found that there are more positive opinions towards peers with typical development when compared with peers with disability. In terms of behavioural intention, the results showed no difference among the three groups, this is, the fact that the peers have a typical development or have intellectual disability or physical disability, does not determine the predisposition of children to interact with peers. Contrary to what we would expect, the educational environment (inclusive vs non inclusive, this is, whether or not to have in the same class colleagues with physical or intellectual disabilities) does not have a significant impact on children attitudes.
Description
Keywords
Inclusão Inclusion Deficiência Incapacidade Pré-escolar Physical Disability Intellectual disability Preschool
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação