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Percepções dos professores do ensino secundário, face à inclusão de alunos com necessidade educativas especiais
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Abstract(s)
O presente estudo de carácter descritivo pretende compreender a percepção dos
professores do ensino secundário sobre a inclusão de alunos com Necessidades
Educativas Especiais (NEE), e constatar eventuais problemas no exercício da actividade
docente, decorrente da aplicação da Lei n.º 85/2009, de 27 de Agosto, que estabelece o
regime da escolaridade obrigatória para as crianças e jovens que se encontram em idade
escolar, compreendida entre os 6 e os 18 anos.
Esta diversidade, se por um lado, traz para dentro das escolas a riqueza e a verdade que
a diferença encerra, por outro lado, levanta aos professores questões importantes e, por
vezes difíceis, no modo de ensinar jovens com características muito particulares.
Foi utilizada uma metodologia quantitativa. Participaram neste estudo 53 professores
do ensino secundário dos agrupamentos GIL Eanes e Júlio Dantas, aos quais foi
aplicado um questionário . A análise estatística foi efetuada com recurso ao Statistical
Package for the Social Sciences. Foi ainda utlizada a análise de conteúdo.
Concluiu-se que os docentes percecionam que os alunos com NEE necessitam de uma
sala de apoio, currículos próprios, acompanhamento especializado, entre outras
necessidades. No entanto, mesmo cientes desta realidade demonstraram flexibilidade
perante a existência de alunos com NEE nas suas salas de aula, expressando níveis de
satisfação elevados. Paralelamente reconhecem a importância do apoio socio emocional,
para estes alunos, de partilharem a sala de aula com os outros e, neste âmbito, admitem
que não deverá haver qualquer diferenciação entre alunos com e sem NEE. Não se
verificou uma relação estatisticamente significativa entre a idade e o tempo de serviço
dos docentes que constituem a amostra do estudo e as suas percepções. No entanto todas
as outras variáveis exercem uma influência estatisticamente significativa sobre as
percepções dos professores referidos.
This descriptive character study seeks to ascertain the perception of secondary school teachers on the inclusion of students with Special Educational Needs (SEN), and note any problems in teaching activity, resulting from the application of Law No. 85/2009, of 27 August, establishing the compulsory education scheme for children and young people who are of school age, between 6 and 18 years. This diversity, on the one hand, brings into the schools the wealth and the fact that the difference ends, on the other hand, raises important questions to teachers and sometimes difficult, in order to teach young people with particular characteristics. A quantitative methodology was used. The sample consisted of 53 secondary school teachers of GIL Eanes and Júlio Dantas groups, which received a questionnaire. Statistical analysis was performed using the Statistical Package for the Social Sciences. It was also utilized content analysis. It was concluded that the percecionam teachers that students with SEN require a support room, own curricula, professional instruction, among other needs. However, even aware of this reality show flexibility before the existence of students with SEN in their classrooms, expressing high levels of satisfaction. At the same time recognize the importance of socio emotional support for these students to share the classroom with others and, in this context, admit that there should be no differentiation between students with and without special needs. There was a statistically significant relationship between age and length of service of teachers in the sample of the study and their perceptions. However all other variables have a statistically significant influence on the perceptions of those teachers.
This descriptive character study seeks to ascertain the perception of secondary school teachers on the inclusion of students with Special Educational Needs (SEN), and note any problems in teaching activity, resulting from the application of Law No. 85/2009, of 27 August, establishing the compulsory education scheme for children and young people who are of school age, between 6 and 18 years. This diversity, on the one hand, brings into the schools the wealth and the fact that the difference ends, on the other hand, raises important questions to teachers and sometimes difficult, in order to teach young people with particular characteristics. A quantitative methodology was used. The sample consisted of 53 secondary school teachers of GIL Eanes and Júlio Dantas groups, which received a questionnaire. Statistical analysis was performed using the Statistical Package for the Social Sciences. It was also utilized content analysis. It was concluded that the percecionam teachers that students with SEN require a support room, own curricula, professional instruction, among other needs. However, even aware of this reality show flexibility before the existence of students with SEN in their classrooms, expressing high levels of satisfaction. At the same time recognize the importance of socio emotional support for these students to share the classroom with others and, in this context, admit that there should be no differentiation between students with and without special needs. There was a statistically significant relationship between age and length of service of teachers in the sample of the study and their perceptions. However all other variables have a statistically significant influence on the perceptions of those teachers.
Description
Keywords
Professores Ensino secundário Ensino obrigatório Necessidades educativas especiais Teachers High school Obligatory education Special educative needs