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Advisor(s)
Abstract(s)
A Educação Inclusiva deve ser uma das prioridades de qualquer sistema de educação, pois todos os alunos merecem a oportunidade de desenvolver as suas potencialidades, expectativas e necessidades que lhes possibilitem uma educação e formação facilitadoras da sua plena inclusão social. Tendo como prioridade a Educação Inclusiva, com este estudo pretendeu-se conhecer a percepção dos professores de um Agrupamento de Escolas sobre a inclusão, que medidas de suporte à aprendizagem e à inclusão conhecem e como são implementadas essas medidas. Partindo deste pressuposto, este estudo foi orientado com base na seguinte questão de investigação: Como está a ser a ser aplicado o DL 54 num Agrupamento de Escolas de modo a tornar a Escola mais Inclusiva? Para responder a esta questão formularam-se os seguintes objetivos específicos: (i) Conhecer a filosofia inerente ao DL 54 tal como está explanada nos documentos estruturantes no Agrupamento; (ii) Identificar as medidas de suporte à Aprendizagem e à Inclusão que estão a ser implementadas no Agrupamento; (iii) Conhecer a perceção dos professores sobre a inclusão; (iv) Conhecer o processo de implementação do DL 54 no Agrupamento, segundo a visão dos professores. Atendendo à natureza dos objetivos delineados adotou-se por uma metodologia qualitativa e interpretativa com um desenho de estudo de caso. O estudo permitiu concluir que nos documentos estruturantes do Agrupamento existe a preocupação de fazer referência à Educação Inclusiva. Verificamos pelos depoimentos das participantes que são implementadas medidas sempre que os alunos delas necessitam e que a escola tem a preocupação de dar as respostas mais adequadas e céleres à situação específica de cada aluno. De salientar que uma das medidas universais a utilizar pelo professor, na sala de aula, é a diferenciação pedagógica, medida bastante importante pois permite ao aluno com dificuldades aceder às mesmas oportunidades que os seus pares. Por fim, concluímos que as professoras participantes se preocupam com os alunos, e aplicam medidas aos alunos que manifestam limitações no seu desempenho escolar. Mas se a aplicação de medidas diferenciadas é facilitada no pré-escolar e no primeiro ciclo, isso já é mais complexo com os alunos do 2º e do 3º ciclos, que resistem em aceitar fazer “coisas” diferentes dos colegas dentro da sala. No entanto, quando aceitam a ajuda, melhoram o seu desempenho escolar.
Inclusive Education must be one of the priorities of any education system, as all students deserve the opportunity to develop their potential, expectations and needs that enable them to receive education and training that will facilitate their full social inclusion. With Inclusive Education as a priority, this study aimed to understand the perception of teachers in a Group of Schools about inclusion, what measures to support learning and inclusion know about and how these measures are implemented. Based on this assumption, this study was guided by the following research question: How is DL 54 being applied in a Grouping of Schools in order to make the School more Inclusive? To answer this question, the following specific objectives were formulated: (i) To know the philosophy inherent to DL 54 as explained in the structuring documents in the Grouping; (ii) Identify the measures to support Learning and Inclusion that are being implemented in the Cluster; (iii) Know the teachers' perception of inclusion; (iv) Know the process of implementing DL 54 in the Group, according to the view of the teachers. Given the nature of the outlined objectives, a qualitative and interpretive methodology was adopted with a case study design. The study allowed us to conclude that in the structuring documents of the Group there is a concern to refer to Inclusive Education. We verified from the testimonies of the participants that measures are implemented whenever the students need them and that the school is concerned with providing the most appropriate and swift responses to the specific situation of each student. It should be noted that one of the universal measures to be used by the teacher in the classroom is pedagogical differentiation, a very important measure as it allows students with difficulties to access the same opportunities as their peers. Finally, we concluded that the participating teachers care about the students, and apply measures to students who manifest limitations in their school performance. But if the application of different measures is facilitated in pre-school and in the first cycle, this is already more complex with students in the 2nd and 3rd cycles, who resist accepting to do “things” different from their peers in the classroom. However, when they accept help, they improve their school performance.
Inclusive Education must be one of the priorities of any education system, as all students deserve the opportunity to develop their potential, expectations and needs that enable them to receive education and training that will facilitate their full social inclusion. With Inclusive Education as a priority, this study aimed to understand the perception of teachers in a Group of Schools about inclusion, what measures to support learning and inclusion know about and how these measures are implemented. Based on this assumption, this study was guided by the following research question: How is DL 54 being applied in a Grouping of Schools in order to make the School more Inclusive? To answer this question, the following specific objectives were formulated: (i) To know the philosophy inherent to DL 54 as explained in the structuring documents in the Grouping; (ii) Identify the measures to support Learning and Inclusion that are being implemented in the Cluster; (iii) Know the teachers' perception of inclusion; (iv) Know the process of implementing DL 54 in the Group, according to the view of the teachers. Given the nature of the outlined objectives, a qualitative and interpretive methodology was adopted with a case study design. The study allowed us to conclude that in the structuring documents of the Group there is a concern to refer to Inclusive Education. We verified from the testimonies of the participants that measures are implemented whenever the students need them and that the school is concerned with providing the most appropriate and swift responses to the specific situation of each student. It should be noted that one of the universal measures to be used by the teacher in the classroom is pedagogical differentiation, a very important measure as it allows students with difficulties to access the same opportunities as their peers. Finally, we concluded that the participating teachers care about the students, and apply measures to students who manifest limitations in their school performance. But if the application of different measures is facilitated in pre-school and in the first cycle, this is already more complex with students in the 2nd and 3rd cycles, who resist accepting to do “things” different from their peers in the classroom. However, when they accept help, they improve their school performance.
Description
Keywords
Inclusão Medidas universais Diferenciação pedagógica Decreto-Lei nº 54 Inclusion Universal measures Pedagogical differentiation Decree-Law No. 54
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação