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Publication
A inclusão de crianças com NEE nas escolas do 1º ciclo do Estreito de Câmara De Lobos
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| 1.59 MB | Adobe PDF |
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Abstract(s)
Com o objetivo de compreendendo a inclusão como um fenómeno complexo, que depende principalmente do planeamento e capacidade dos agentes envolvidos no processo, o presente estudo de pesquisa qualitativa teve como objetivo compreender segundo a perceção dos professores, as medidas do Decreto Legislativo Regional nº 33/2009/M, 30 de dezembro, se aplicam a todas as escolas. Foi realizado um estudo, que envolveu 52 professores, de quatro escolas do 1º ciclo do ensino básico, do Estreito de Câmara de Lobos, Região Autónoma da Madeira.
Os resultados obtidos mostraram que os professores têm a perceção do que é uma escola inclusiva e que, na generalidade, manifestam atitudes positivas face à inclusão de alunos com NEE nas escolas do ensino regular, embora apresentem muitas reservas quanto à implementação da inclusão. Essas reservas são mais influenciadas pela falta de recursos e materiais, do que por fatores relacionados com os próprios professores, nomeadamente, atitudes e práticas inclusivas e a necessidade de formação específica na área das Necessidades Educativas Especiais (NEE). Os professores consideram que as escolas ainda não estão preparadas para a concretização da filosofia inclusiva.
With the aim of understanding inclusion as a complex phenomenon, which depends mainly on the planning and capacity of the agents involved in the process, the present qualitative research study aimed to understand according to the teachers' perception, the measures of Regional Legislative Decree 33/2009/M of December 30, apply to all schools. A study was carried out involving 52 teachers from four elementary schools of the Estreito de Câmara de Lobos, Madeira Island. The results show that teachers have a perception of what an inclusive school is and that, in general, they express positive attitudes towards the inclusion of students with SEN in regular schools, although they have many reservations regarding the implementation of inclusion. These reservations are more influenced by the lack of resources and materials than by factors related to the teachers themselves, namely, inclusive attitudes and practices and the need for specific training in (SEN). Teachers believe that schools are not yet ready for the realization of the inclusive philosophy.
With the aim of understanding inclusion as a complex phenomenon, which depends mainly on the planning and capacity of the agents involved in the process, the present qualitative research study aimed to understand according to the teachers' perception, the measures of Regional Legislative Decree 33/2009/M of December 30, apply to all schools. A study was carried out involving 52 teachers from four elementary schools of the Estreito de Câmara de Lobos, Madeira Island. The results show that teachers have a perception of what an inclusive school is and that, in general, they express positive attitudes towards the inclusion of students with SEN in regular schools, although they have many reservations regarding the implementation of inclusion. These reservations are more influenced by the lack of resources and materials than by factors related to the teachers themselves, namely, inclusive attitudes and practices and the need for specific training in (SEN). Teachers believe that schools are not yet ready for the realization of the inclusive philosophy.
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Keywords
Inclusão Alunos com NEE Perceção dos professores Inclusion Students with SEN Teachers' perception