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Publication
A satisfação e atitudes dos docentes face à inclusão de crianças com necessidades educativas especiais na região autónoma da Madeira
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.29 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A ideia de escola inclusiva é uma realidade com a qual todos se confrontam nos dias de
hoje. Esta ajuda a promover o desenvolvimento das pessoas com e sem necessidades
educativas especiais, tendo demonstrado ser um grande benefício para todos.
Este estudo tem como objetivo compreender qual a satisfação dos docentes face à inclusão
dos alunos com necessidades educativas especiais, na Região Autónoma da Madeira, bem
como compreender a atitude e perspetiva dos educadores de infância e professores dos
ensinos básico e secundário em relação a esta problemática. Na realização deste estudo,
utilizou-se um inquérito por questionário para a recolha de dados, recorrendo a uma
metodologia de cariz quantitativo.
Os resultados desta investigação concluem que os docentes apresentam valores baixos a
médios, no que se refere à sua satisfação profissional face à inclusão. Observou-se que os
docentes mais novos demonstraram uma maior satisfação. Verifica-se também que os
docentes do sexo masculino revelaram estar mais satisfeitos do que os do sexo feminino.
Finalmente, constatou-se que os docentes com menos tempo de serviço estão mais
satisfeitos do que os que possuem mais tempo de serviço.
No que diz respeito às atitudes, verificamos que os professores concordaram que os
docentes mais jovens, os que têm menos tempo de serviço e os do sexo feminino possuem
atitudes mais favoráveis face à inclusão das crianças com NEE.
The idea of an all-inclusive school is a reality that people face every day. This idea helps further the development of individuals, both with and without educational special needs, and has a demonstrable benefit for all involved. This study’s goal is to understand the teaching staff’s satisfaction when facing the inclusion of children with educational special needs in the Autonomous Region of Madeira, as well as comprehending attitudes and viewpoints of pre-school and primary school teachers when dealing with this issue. For this study a questionnaire enquiry was utilized for data collection based on a quantitative methodology. This investigation’s results conclude that the teaching staff show low to average levels of professional satisfaction when faced with the inclusion of children with educational special needs. A greater satisfaction level was observed among the younger teaching staff. Male teaching staff reported higher satisfaction levels than the female teaching staff. Lastly it was observed that the teaching staff with a shorter career span showed higher satisfaction levels than those with a longer career span. Attitude wise, the study shows that the younger, female teaching staff with a shorter career span present a more favourable attitude with regard to the inclusion of children with educational special needs.
The idea of an all-inclusive school is a reality that people face every day. This idea helps further the development of individuals, both with and without educational special needs, and has a demonstrable benefit for all involved. This study’s goal is to understand the teaching staff’s satisfaction when facing the inclusion of children with educational special needs in the Autonomous Region of Madeira, as well as comprehending attitudes and viewpoints of pre-school and primary school teachers when dealing with this issue. For this study a questionnaire enquiry was utilized for data collection based on a quantitative methodology. This investigation’s results conclude that the teaching staff show low to average levels of professional satisfaction when faced with the inclusion of children with educational special needs. A greater satisfaction level was observed among the younger teaching staff. Male teaching staff reported higher satisfaction levels than the female teaching staff. Lastly it was observed that the teaching staff with a shorter career span showed higher satisfaction levels than those with a longer career span. Attitude wise, the study shows that the younger, female teaching staff with a shorter career span present a more favourable attitude with regard to the inclusion of children with educational special needs.
Description
Keywords
Inclusão Necessidades educativas especiais Atitudes Satisfação Inclusion Educational special needs Attitude Satisfaction