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Advisor(s)
Abstract(s)
Os paradigmas concernentes à educação e ao atendimento de crianças
com necessidades educativas especiais têm evoluído ao longo do tempo. De
facto, se no paradigma da segregação o foco de incapacidade se situava no
indivíduo, com o paradigma da inclusão o foco desloca-se para o ambiente, na
medida em que este se deve organizar e preparar para dar resposta aos
indivíduos com incapacidade. Por conseguinte, o meio deve assumir-se como
facilitador à participação de todas as crianças. Tal fundamento comporta
desafios para os professores e educadores, aos quais compete identificar as
pressões de exclusão que inibem a participação plena de todos os alunos em
todas as atividades inerentes ao meio escolar e acionar os suportes
necessários para que tal não suceda.
Com a realização deste estudo pretendemos conhecer de modo mais
aprofundado as representações dos professores acerca da participação de
alunos com diferentes tipos de incapacidade em variadas atividades e
contextos escolares, identificando barreiras e facilitadores à sua participação
e analisando os possíveis contributos pessoais dos professores para
incrementar o nível de participação dos alunos com incapacidade em
atividades inerentes ao meio escolar.
O estudo operacionalizou-se através da aplicação de um inquérito por
questionário, destinado a professores de todos os níveis de ensino e grupos
de recrutamento. Através da aplicação deste instrumento, procurámos obter
informações sobre os inquiridos, as representações dos professores acerca da
participação de alunos com diferentes tipos de incapacidade em diversas
atividades escolares, e, por fim, possíveis contributos para incrementar o nível
de participação desses mesmos alunos.
Os resultados sugerem que o tipo de incapacidade apresentado pelo aluno
influencia as expetativas de participação de educadores e professores do
ensino regular e da educação especial. Contudo, não confirmámos a
existência de diferenças estatisticamente significativas entre os dois grupos de
professores.
No que concerne a possíveis contributos para incrementar a participação
de alunos com incapacidade em diversas atividades escolares, identificámos a
necessidade de se fomentar e desenvolver uma cultura de inclusão na escola.
The paradigms concerning the education and care of children with special educational needs have been experiencing an evolution. In fact, if in the segregation paradigm the focus of incapacity was located at the individual, within the inclusion paradigm the focus shifts to the environment, to the extent that it must be organized and prepared to respond to individuals with disabilities. Therefore, the environment must be assumed as a facilitator to participation of all children. Such an assumption presents challenges for teachers and educators, who must identify the pressures of exclusion that inhibit the full participation of all students in all activities related to the school environment and trigger the necessary support so that this does not happen. With this study we intend to know more in depth the representations of teachers about the participation of students with different types of disability in various activities and school contexts, identifying barriers and facilitators to participation and analyzing possible personal contributions of teachers to increase the level of participation of students with disabilities in activities related to the school environment. The study was operationalized by the application of a questionnaire, designed for teachers of all levels of education and recruitment groups. Through the application of this instrument we will seek information on respondents, the representations of teachers about the participation of students with different types of disabilities in various school activities, and, finally, possible contributions to increase the level of participation of these same students. Results suggest that the type of disability presented by the student influences the participation expectations of teachers of regular classes and special education. However, we weren´t able to confirm the existence of significant differences between the two groups of teachers. Regarding the possible contributions to increase the participation of students with disabilities in various school activities, we have identified the need to foster and develop a culture of inclusion in schools.
The paradigms concerning the education and care of children with special educational needs have been experiencing an evolution. In fact, if in the segregation paradigm the focus of incapacity was located at the individual, within the inclusion paradigm the focus shifts to the environment, to the extent that it must be organized and prepared to respond to individuals with disabilities. Therefore, the environment must be assumed as a facilitator to participation of all children. Such an assumption presents challenges for teachers and educators, who must identify the pressures of exclusion that inhibit the full participation of all students in all activities related to the school environment and trigger the necessary support so that this does not happen. With this study we intend to know more in depth the representations of teachers about the participation of students with different types of disability in various activities and school contexts, identifying barriers and facilitators to participation and analyzing possible personal contributions of teachers to increase the level of participation of students with disabilities in activities related to the school environment. The study was operationalized by the application of a questionnaire, designed for teachers of all levels of education and recruitment groups. Through the application of this instrument we will seek information on respondents, the representations of teachers about the participation of students with different types of disabilities in various school activities, and, finally, possible contributions to increase the level of participation of these same students. Results suggest that the type of disability presented by the student influences the participation expectations of teachers of regular classes and special education. However, we weren´t able to confirm the existence of significant differences between the two groups of teachers. Regarding the possible contributions to increase the participation of students with disabilities in various school activities, we have identified the need to foster and develop a culture of inclusion in schools.
Description
Keywords
Participação Participation Alunos com necessidades educativas especiais Dimensões ambientais da participação e prática docente Students with special educational needs Environmental dimensions of participation Teaching practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação