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A intervenção de docentes do 1º e 2º ciclos do ensino básico e de educação especial na inclusão de alunos com perturbações do espetro do autismo em contexto escolar
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| 28344 | 2.88 MB | Adobe PDF |
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Abstract(s)
O presente estudo pretende analisar de que forma a intervenção de docentes do 1º e 2º ciclos do Ensino Básico e de Educação Especial promovem a inclusão de alunos com Perturbações do Espetro do Autismo, em contexto escolar, nomeadamente, nos Agrupamentos de Escolas de Valença, Paredes de Coura, Vila Nova de Cerveira e Santa Maria Maior.
A metodologia utilizada neste estudo foi quantitativa, com recurso à aplicação de inquéritos por questionários a docentes do 1º e 2º ciclos do Ensino Básico e a docentes de Educação Especial, a lecionarem em Agrupamentos do distrito de Viana do Castelo, nomeadamente, os Agrupamentos de Escolas de Valença, Paredes de Coura, Vila Nova de Cerveira e Santa Maria Maior. O inquérito foi aplicado aos docentes cujas turmas integram alunos com Perturbações do Espetro do Autismo, ou que, ao longo da sua docência trabalharam com estes alunos.
Os resultados permitem verificar que os dois grupos de docentes aceitam a inclusão, embora, os docentes do 1º e 2º ciclos afirmem que é difícil organizar a sala de aula e existe uma necessidade obrigatória de alterar as atividades normais da aula em função destes alunos, concordando com o apoio que os docentes de Educação Especial lhes proporcionam.
As dificuldades dos docentes do 1º e 2º ciclos recaem sobretudo na comunicação e no comportamento dos alunos com PEA e mais de metade dos docentes assume não utilizar qualquer modelo de intervenção.
Os docentes de Educação Especial demonstram ser mais favoráveis, quer à aceitação destes alunos, quer à utilização de métodos/estratégias e modelos de intervenção, no entanto, sentem também uma grande dificuldade no comportamento de ambos.
This study aims to analyse how 1st and 2nd cycle of basic education teachers and special education teachers promote the inclusion of students suffering from Autism Spectrum Disorders, within the school framework, focusing on the School Groups of Valença, Paredes de Coura, Vila Nova de Cerveira e Santa Maria Maior. The methodology used in this study was quantitative, using surveys to teachers of 1st and 2nd cycle of basic education and special education teachers, which teach at School Groups in Viana do Castelo district, particularly Valença, Paredes de Coura, Vila Nova de Cerveira and Santa Maria Maior school groups. The survey was applied to teachers, whose classes are composed of students Autism Spectrum Disorders or that, throughout their teaching career had worked with these students. The results obtained clearly confirm that both categories of teachers accept the inclusion, though the teachers of the 1st and 2nd Cycle claim that it is difficult to organize the classroom and that it is mandatory to change the regular activities of the class regarding these students, but agreeing with the support that Special Education teachers provide them. The difficulties of 1st and 2nd Cycle teachers fall mainly on communication and behaviour issues of students with ASD. More than half of the teachers assume not use any intervention model. Special Education teachers prove to be more favourable both to the acceptance of these students and the use of methods /strategies and intervention models. Behaviour issues are again these teachers’ major difficulty.
This study aims to analyse how 1st and 2nd cycle of basic education teachers and special education teachers promote the inclusion of students suffering from Autism Spectrum Disorders, within the school framework, focusing on the School Groups of Valença, Paredes de Coura, Vila Nova de Cerveira e Santa Maria Maior. The methodology used in this study was quantitative, using surveys to teachers of 1st and 2nd cycle of basic education and special education teachers, which teach at School Groups in Viana do Castelo district, particularly Valença, Paredes de Coura, Vila Nova de Cerveira and Santa Maria Maior school groups. The survey was applied to teachers, whose classes are composed of students Autism Spectrum Disorders or that, throughout their teaching career had worked with these students. The results obtained clearly confirm that both categories of teachers accept the inclusion, though the teachers of the 1st and 2nd Cycle claim that it is difficult to organize the classroom and that it is mandatory to change the regular activities of the class regarding these students, but agreeing with the support that Special Education teachers provide them. The difficulties of 1st and 2nd Cycle teachers fall mainly on communication and behaviour issues of students with ASD. More than half of the teachers assume not use any intervention model. Special Education teachers prove to be more favourable both to the acceptance of these students and the use of methods /strategies and intervention models. Behaviour issues are again these teachers’ major difficulty.
Description
Keywords
Perturbações do espetro do autismo Inclusão Intervenção Docentes do 1º e 2 ciclo Docentes de educação especial Autism spectrum disorders Inclusion Intervention of 1st cycle and 2nd cycle Special education teachers