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Atitudes de alunos de 1º ciclo face aos seus pares com incapacidades
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Este trabalho de investigação tem como objetivos o estudo das atitudes dos pares com desenvolvimento típico face aos pares com incapacidade e a avaliação dos efeitos de diferentes abordagens de intervenção desenvolvidas para promover a sensibilização e a aceitação dos alunos com incapacidade. Foram realizados dois estudos subcitados.
No primeiro estudo, realizado num estabelecimento de ensino privado do concelho de Vila Nova de Gaia e focado na avaliação das atitudes, participaram 184 alunos do 1º ciclo de ensino com idades entre os 6 e os 10 anos. Para a avaliação das atitudes, os alunos preencheram uma versão reduzida do instrumento Chedoke-McMaster Attitudes Towards Children with Handicaps Scale, CATCH.
No segundo estudo, focado na intervenção sobre as atitudes, foram avaliados os efeitos de diferentes abordagens de intervenção. Numa primeira fase, participaram 41 alunos de duas turmas do 1º ano de escolaridade, constituindo um grupo experimental e um de controlo. Implementou-se um programa de intervenção baseado em múltiplas estratégias distribuídas por oito sessões. Os seus efeitos foram avaliados através da CATCH-modificada e da observação das interações entre alunos com e sem incapacidade. Numa segunda fase, na “semana cultural”, 141 alunos dos 2º, 3º e 4º anos de escolaridade participaram em atividades baseadas no contacto com pessoas com incapacidade. Avaliaram-se as atitudes recorrendo à CATCH-modificada. Os resultados demostraram que as atitudes dos alunos são tendencialmente positivas e a intervenção de oito sessões, baseada numa combinação de estratégias, apresenta efeitos mais positivos do que a intervenção baseada predominantemente no contacto com pessoas com incapacidade.
This research aims to study the attitudes of peers with typical development towards peers with disabilities and to evaluate the effects of different intervention implemented to promote the disability awareness and acceptance of students with disabilities. Two studies were performed. In the first study, carried out in a private school located in the municipality of Vila Nova de Gaia and focused on the evaluation of attitudes, 184 students from the elementary school of education between the ages of 6 and 10 participated. For the assessment of attitudes, students completed a reduced version of the Chedoke-McMaster Attitudes Towards Children with Handicap Scale instrument, CATCH. In study 2, focused on intervention on attitudes, the effects of different intervention approaches were evaluated. O the first phase, 41 students from two classes of the 1st year of schooling participated, composed by an experimental and a control group. An intervention program based on multiple strategies spread over eight sessions was implemented. Its effects were evaluated through CATCH-modified and observation of interactions between students with and without disabilities. In a second phase, in the "cultural week", 141 students in grades 2, 3 and 4 participated in activities based on contact with people with disabilities. Attitudes were assessed using CATCH-modified. The results showed that students' attitudes are positively positive and eight-session intervention, based on a combination of strategies, has more positive effects than intervention based predominantly on contact with people with disabilities.
This research aims to study the attitudes of peers with typical development towards peers with disabilities and to evaluate the effects of different intervention implemented to promote the disability awareness and acceptance of students with disabilities. Two studies were performed. In the first study, carried out in a private school located in the municipality of Vila Nova de Gaia and focused on the evaluation of attitudes, 184 students from the elementary school of education between the ages of 6 and 10 participated. For the assessment of attitudes, students completed a reduced version of the Chedoke-McMaster Attitudes Towards Children with Handicap Scale instrument, CATCH. In study 2, focused on intervention on attitudes, the effects of different intervention approaches were evaluated. O the first phase, 41 students from two classes of the 1st year of schooling participated, composed by an experimental and a control group. An intervention program based on multiple strategies spread over eight sessions was implemented. Its effects were evaluated through CATCH-modified and observation of interactions between students with and without disabilities. In a second phase, in the "cultural week", 141 students in grades 2, 3 and 4 participated in activities based on contact with people with disabilities. Attitudes were assessed using CATCH-modified. The results showed that students' attitudes are positively positive and eight-session intervention, based on a combination of strategies, has more positive effects than intervention based predominantly on contact with people with disabilities.
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Instituto Politécnico do Porto. Escola Superior de Educação
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Without CC licence