| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| Dissertação de mestrado_2022125380 | 880.1 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Sabemos hoje que tanto o Desenho Universal para a Aprendizagem (DUA) como a Diferenciação Pedagógica (DP) são pilares fundamentais na Educação Inclusiva e impõem grandes desafios aos professores.
Este estudo de tipo descritivo e correlacional teve como objetivo compreender a perceção dos docentes dos 2.º e 3.º ciclos das escolas públicas da Região Autónoma dos Açores relativamente aos fatores que influenciam a implementação do DUA e da DP no contexto da Educação Inclusiva.
Foram inquiridos 88 professores dos 2.º e 3.º ciclos da Região Autónoma dos Açores através de um questionário construído com base na literatura.
Os resultados evidenciaram que as variáveis sociodemográficas não apresentam uma associação significativa com a implementação do DUA e da DP. Em contrapartida, as crenças dos docentes relativamente ao DUA, a formação contínua e a perceção do papel das lideranças escolares revelaram associações positivas com a implementação destas abordagens pedagógicas. Os resultados evidenciaram ainda uma forte associação entre as práticas de DUA e de DP, reforçando a complementaridade entre ambas.
Conclui-se que a implementação do DUA e da DP depende da interação de fatores de natureza individual e organizativa, destacando-se a importância das conceções pedagógicas dos docentes, da formação contínua e do apoio das lideranças escolares na consolidação de práticas educativas inclusivas.
It is now widely acknowledged that both Universal Design for Learning (UDL) and Differentiated Instruction (DI) are fundamental pillars of Inclusive Education and present significant challenges for teachers. This descriptive and correlational study aimed to examine the perceptions of teachers working in the 2nd and 3rd cycles of public schools in the Autonomous Region of the Azores regarding the factors that influence the implementation of UDL and DI within the context of Inclusive Education. A total of 88 teachers from the 2nd and 3rd cycles of public schools in the Autonomous Region of the Azores participated in the study by completing a questionnaire developed on the basis of the relevant literature. The findings showed that sociodemographic variables were not significantly associated with the implementation of UDL and DI. In contrast, teachers' beliefs about UDL, participation in continuing professional development, and perceptions of the role of school leadership were positively associated with the implementation of these pedagogical approaches. The results also revealed a strong association between UDL and DI practices, reinforcing the complementary relationship between these two approaches. The study concludes that the implementation of UDL and DI depends on the interaction of both individual and organisational factors. In particular, teachers' pedagogical beliefs, continuing professional development, and the support provided by school leadership emerge as key elements in strengthening inclusive educational practices.
It is now widely acknowledged that both Universal Design for Learning (UDL) and Differentiated Instruction (DI) are fundamental pillars of Inclusive Education and present significant challenges for teachers. This descriptive and correlational study aimed to examine the perceptions of teachers working in the 2nd and 3rd cycles of public schools in the Autonomous Region of the Azores regarding the factors that influence the implementation of UDL and DI within the context of Inclusive Education. A total of 88 teachers from the 2nd and 3rd cycles of public schools in the Autonomous Region of the Azores participated in the study by completing a questionnaire developed on the basis of the relevant literature. The findings showed that sociodemographic variables were not significantly associated with the implementation of UDL and DI. In contrast, teachers' beliefs about UDL, participation in continuing professional development, and perceptions of the role of school leadership were positively associated with the implementation of these pedagogical approaches. The results also revealed a strong association between UDL and DI practices, reinforcing the complementary relationship between these two approaches. The study concludes that the implementation of UDL and DI depends on the interaction of both individual and organisational factors. In particular, teachers' pedagogical beliefs, continuing professional development, and the support provided by school leadership emerge as key elements in strengthening inclusive educational practices.
Descrição
Palavras-chave
Educação inclusiva Desenho Universal para a Aprendizagem Diferenciação Pedagógica Formação contínua Lideranças escolares Inclusive education Universal Design for Learning Differentiated instruction Continuing professional development School leadership