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Advisor(s)
Abstract(s)
Objetivo: A compreensão da Educação Especial no paradigma da
inclusão envolve vontade política e social e mobiliza necessariamente os
profissionais de educação, sendo fundamental conhecer a sua opinião. Em
Portugal, o Decreto-Lei n.º 3/2008 trouxe mudanças significativas no papel
dos docentes do ensino regular, pelo que este estudo tem como objetivo,
passados 6 anos da implementação, descrever a opinião de educadores e
professores do 1º ciclo acerca da inclusão de alunos com Necessidades
Educativas Especiais e conhecer os fatores que justificam as suas opiniões.
Método: Foram inquiridos 244 docentes, 122 educadores de infância e
122 professores do 1º ciclo de escolas públicas e privadas, da Área
Metropolitana do Porto, os instrumentos usados foram uma folha de
caracterização individual e um questionário de vinhetas com descrições do
funcionamento de crianças, onde os respondentes se posicionavam, para cada
uma, quanto à sua aceitação nas salas.
Resultados /Discussão: Os resultados apontam que as vinhetas que
descreviam funcionamentos de crianças compatíveis com Perturbação de
Espetro de Autismo e Paralisia Cerebral, foram as menos, sendo as
justificações a falta de formação e a impossibilidade de despender o tempo
necessário devido à exigência de bons resultados académicos. Aferimos que a
formação em Educação Especial apenas estava associada à aceitação de
alunos com Paralisia Cerebral. Aferimos que a função do docente-educador vs
professor do 1ºciclo- apenas é influenciadora de aceitação no caso de alunos
com Perturbação de Espetro de Autismo, Paralisia Cerebral e Atraso Global de
Desenvolvimento/Dificuldades de Aprendizagem. O facto de se tratar de uma
escola pública ou privada influencia a aceitação dos alunos, com os docentes
do ensino privado a evidenciarem maior aceitação dos alunos do que os do
ensino público.
Objective: The understanding of Special Education in the inclusion paradigm implies an approach to political and social features as well as to the teachers’ practices so it is vital to know their opinion. In Portugal, Decree-Law 3/2008 has brought significant changes to the role of teachers in regular schools, so – 6 years after its implementation - this study aims to describe the opinions of kindergarten and elementary school teachers about the inclusion of pupils with Special Needs, exploring the factors that justify their opinion. Method: The survey included 244 teachers, 122 kindergarten teachers and 122 elementary school teachers from public and private schools of Porto. The instruments used were an individual characterization sheet and a questionnaire composed by vignette questions centered in the description of the children’s’ behaviors. For each of the scenarios described in the vignettes the respondents were asked to take a position representative of their acceptance of the inclusion of the child in the classroom. Results /Discussion: The results revealed that the vignettes describing behaviors compatible with Autism Spectrum Disorder and Cerebral Palsy were less accepted. The justifications were placed on the lack of training and on the lack of time to support the child, due to the need of meeting curricular and achievement demands. It was also noted that the training in Special Education was only associated with the acceptance of pupils with Cerebral Palsy. We verified that the role kindergarten teacher vs. elementary school teacher influences the acceptance in what concerns pupils with Autism Spectrum Disorder, Cerebral Palsy and Global Developmental / Learning Disabilities. Being a public or a private school also influences the pupils’ acceptance. Private school teachers showed a better acceptance of these pupils rather than the ones from public schools.
Objective: The understanding of Special Education in the inclusion paradigm implies an approach to political and social features as well as to the teachers’ practices so it is vital to know their opinion. In Portugal, Decree-Law 3/2008 has brought significant changes to the role of teachers in regular schools, so – 6 years after its implementation - this study aims to describe the opinions of kindergarten and elementary school teachers about the inclusion of pupils with Special Needs, exploring the factors that justify their opinion. Method: The survey included 244 teachers, 122 kindergarten teachers and 122 elementary school teachers from public and private schools of Porto. The instruments used were an individual characterization sheet and a questionnaire composed by vignette questions centered in the description of the children’s’ behaviors. For each of the scenarios described in the vignettes the respondents were asked to take a position representative of their acceptance of the inclusion of the child in the classroom. Results /Discussion: The results revealed that the vignettes describing behaviors compatible with Autism Spectrum Disorder and Cerebral Palsy were less accepted. The justifications were placed on the lack of training and on the lack of time to support the child, due to the need of meeting curricular and achievement demands. It was also noted that the training in Special Education was only associated with the acceptance of pupils with Cerebral Palsy. We verified that the role kindergarten teacher vs. elementary school teacher influences the acceptance in what concerns pupils with Autism Spectrum Disorder, Cerebral Palsy and Global Developmental / Learning Disabilities. Being a public or a private school also influences the pupils’ acceptance. Private school teachers showed a better acceptance of these pupils rather than the ones from public schools.
Description
Keywords
Inclusão de crianças com NEE Inclusion of children with special needs Opinião dos docentes Decreto–Lei 3/2008 Escolas públicas/privadas Teachers’ opinions Decree–Law 3/2008 Public/private schools
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação