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A perceção dos professores sobre a formação e a prática para o atendimento aos estudantes com necessidades educativas especiais
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| 1.05 MB | Adobe PDF |
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Abstract(s)
A educação inclusiva está em constante crescimento, e a demanda de estudantes com NEE acompanha este acréscimo. Cabe aos professores e escolas darem condições ao desenvolvimento dos mesmos. Porém, a classe docente passa por dúvidas e incertezas quanto ao seu papel, inseguranças sobre sua prática, falta de suporte e recursos. Este trabalho de investigação tem como objetivo geral compreender as perceções dos docentes sobre a sua formação e prática para atuar com estudantes com necessidades educacionais especiais Participaram 50 professores e os dados foram recolhidos através de um questionário Trata-se de um estudo com uma abordagem quantitativa. Conclui-se que dos participantes, metade possuem algum tipo de formação na área em estudo, mas apenas um dos docentes tem habilitação específica para a intervenção com alunos com necessidades específicas. A maioria dos participantes, acreditam que a formação inicial não dá conhecimentos suficientes para a elaboração por exemplo de currículos adaptados, ou de intervenção com utilização de pedagogia diferenciada, sejam para estudantes com necessidades especiais ou não. Em contrapartida, quando questionados sobre a mesma questão, mas fazendo referência à formação continuada, a opinião muda. Os docentes concordam que a formação continuada prepara o professor para práticas pedagógicas inclusivas e diferenciadas. Com estes dados, conclui-se que a formação continuada traz mais preparação para os docentes. Quando questionados qual a sua maior dificuldade na prática docente, a grande maioria acredita que o planeamento que englobe todos os estudantes considerando as suas potencialidades e dificuldades.
Inclusive education is constantly growing, and the demand for students with SEN follows this increase. It is the responsibility of teachers and schools to provide the conditions for this development. However, the teaching profession experiences doubts and uncertainties about their roles, and insecurities about their practices, and also face a lack of support and resources. This research work has the general objective of understanding teachers' perceptions about their training and practice to act with students with special educational needs. Fifty teachers participated and data were collected through a questionnaire. This study has a quantitative approach. It is concluded that, of the participants, half have some kind of training in the area under study, but only one of the teachers has a specific qualification to intervene with students with specific needs. Most of the participants believe that their initial training does not provide enough knowledge to develop an adapted curriculum, for example, or to intervene with differentiated pedagogy, whether for students with special needs or not. On the other hand, when asked the same question, but concerning continuing education, the opinion changes. The teachers agree that continuing education prepares educators for inclusive and differentiated pedagogical practices. With this data, we conclude that continuing education brings more preparation to teachers. When asked about what is their greatest difficulty in pedagogical practice, the great majority believe that planning encompasses all students considering their potentialities and difficulties.
Inclusive education is constantly growing, and the demand for students with SEN follows this increase. It is the responsibility of teachers and schools to provide the conditions for this development. However, the teaching profession experiences doubts and uncertainties about their roles, and insecurities about their practices, and also face a lack of support and resources. This research work has the general objective of understanding teachers' perceptions about their training and practice to act with students with special educational needs. Fifty teachers participated and data were collected through a questionnaire. This study has a quantitative approach. It is concluded that, of the participants, half have some kind of training in the area under study, but only one of the teachers has a specific qualification to intervene with students with specific needs. Most of the participants believe that their initial training does not provide enough knowledge to develop an adapted curriculum, for example, or to intervene with differentiated pedagogy, whether for students with special needs or not. On the other hand, when asked the same question, but concerning continuing education, the opinion changes. The teachers agree that continuing education prepares educators for inclusive and differentiated pedagogical practices. With this data, we conclude that continuing education brings more preparation to teachers. When asked about what is their greatest difficulty in pedagogical practice, the great majority believe that planning encompasses all students considering their potentialities and difficulties.
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Keywords
Formação continuada Inclusão Necessidades educativas especiais Continuing education Inclusion Special educational needs