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A perceção dos professores de educação física face à inclusão dos alunos com NEE nas aulas de educação física
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| 1.14 MB | Adobe PDF |
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Abstract(s)
O ensino especial tem assumido um papel relevante na educação dos alunos que não possam usufruir dos métodos utilizados pela educação regular, tendo vindo a sofrer algumas alterações ao longo dos anos. Atualmente, sempre que possível, os alunos com necessidades educativas especiais (NEE) são integrados em estabelecimentos de ensino regular, independentemente das dificuldades e diferenças que apresentem. Desta forma, o sistema educativo passou a contemplar uma população mais heterogénea e, como tal, tornou-se desejável que as escolas dispusessem de recursos adequados ao apoio a estes alunos, nomeadamente técnicos e professores especializados, bem como infraestruturas adequadas. Abraçar a conceção de que todos os alunos têm direito a uma educação sem exclusões implica grandes mudanças nas atitudes dos professores, nas escolas e na sociedade em geral. A presente investigação teve em vista o estudo da problemática da inclusão de alunos com NEE nas aulas de Educação Física, tomando em linha de conta o tipo de NEE que os mesmos evidenciam e como objetivos descrever e compreender as perceções dos professores relativamente, quer aos obstáculos, quer aos aspetos facilitadores da inclusão. A amostra, maior possível, foi constituída por professores de educação física que lecionam no concelho de Viana do Castelo e seguiu-se uma metodologia quantitativa suportada num inquérito por questionário. Concluiu-se que os professores de Educação Física são, em grande medida favoráveis à inclusão de alunos com NEE, dependendo das tipologias destas últimas e que é necessário apostar cada vez mais na formação específica, bem como na disponibilização de cada vez mais recursos de apoio à prática letiva.
Special education has assumed an important role on education of the students that are not able to suit regular education methods and have undergone some changes over the years. Currently, whenever possible, students with special educational needs (SEN) are integrated into regular educational establishments, regardless their difficulties and differences. In this way, the education system started to contemplate a more heterogeneous population and, as such, it became desirable that schools should have adequate resources to support these students, especially technicians and specialized teachers, as well as adequate infrastructures. Embracing the idea that all students have the right to an education without exclusions implies great changes in the attitudes of teachers, in schools and in society in general. The present research aimed to study students with SEN inclusion in Physical Education classes, taking into account the type of SEN they present and understanding teachers' perceptions regarding both the obstacles, and to the facilitating aspects of inclusion. It was considered the largest possible sample of Physical Education teachers who teach in the municipality of Viana do Castelo. The study followed a quantitative methodology supported by a questionnaire survey. It was concluded that Physical Education teachers are, in large part, favorable to the inclusion of students with SEN, depending on the typologies of the latter, and that it is necessary to focus more and more on specific training, as well as on the availability of more and more support resources to class practice.
Special education has assumed an important role on education of the students that are not able to suit regular education methods and have undergone some changes over the years. Currently, whenever possible, students with special educational needs (SEN) are integrated into regular educational establishments, regardless their difficulties and differences. In this way, the education system started to contemplate a more heterogeneous population and, as such, it became desirable that schools should have adequate resources to support these students, especially technicians and specialized teachers, as well as adequate infrastructures. Embracing the idea that all students have the right to an education without exclusions implies great changes in the attitudes of teachers, in schools and in society in general. The present research aimed to study students with SEN inclusion in Physical Education classes, taking into account the type of SEN they present and understanding teachers' perceptions regarding both the obstacles, and to the facilitating aspects of inclusion. It was considered the largest possible sample of Physical Education teachers who teach in the municipality of Viana do Castelo. The study followed a quantitative methodology supported by a questionnaire survey. It was concluded that Physical Education teachers are, in large part, favorable to the inclusion of students with SEN, depending on the typologies of the latter, and that it is necessary to focus more and more on specific training, as well as on the availability of more and more support resources to class practice.
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Keywords
Inclusão Necessidades educativas especiais Educação física Educação física adaptada Equipamento escolar Formação inicial de professores Escola inclusiva Inclusion Special educational needs Physical education Adapted physical education School equipment Initial teacher training Inclusive school