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Publication
As atitudes de educadores de infância do ensino público e das instituições particulares de solidariedade social face à inclusão de crianças com necessidades educativas especiais na sala regular, na ilha de São Miguel, Açores
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Advisor(s)
Abstract(s)
Ao longo do século XX assistimos a múltiplas mudanças na sociedade que influenciaram inequivocamente, o funcionamento da Escola, levando-a a fazer com que esta alterasse conceitos, conteúdos e práticas no sentido de se assumir, efetivamente, como uma “escola para todos”. Neste contexto, considera-se que o docente é um elemento chave em todo o processo para a concretização da filosofia inclusiva.
Deste modo, o objetivo primordial deste trabalho é recolher o conjunto de atitudes e práticas que definem a acção quotidiana dos educadores de infância da rede Pública e da rede das Instituições Particulares de Solidariedade Social (IPSS) face à inclusão de crianças com Necessidades Educativas Especiais (NEE) na sala regular na ilha de São Miguel, a fim de analisar o modo como o apoio pedagógico, o tempo de serviço e a formação profissional influenciam as atitudes e as práticas pedagógicas atrás referidas.
Os dados foram recolhidos através de inquérito por questionário repartido em três partes, a saber: Parte I – recolha de dados pessoais e profissionais; Parte II - obtenção de repostas sobre dados de opinião face à inclusão e NEE; Parte III – apresentação de uma Escala de Atitudes face à Inclusão (EAFI), com base na escala de Likert de quatro níveis (1-Discordo Totalmente; 2-Discordo; 3-Concordo; 4-Concordo Completamente).
Os resultados obtidos demonstram, claramente, as diferenças existentes entre os educadores que lecionaram no Ensino Público e os que trabalham nas IPSS, relativamente às atitudes face à inclusão de crianças com NEE nas salas regulares. Assim, nas dimensões Formação, Recursos, e Alteração do papel/responsabilidade acrescidas, verifica-se que os educadores de infância da rede IPSS têm atitudes significativamente mais positivas do que os educadores de infância da rede pública. Já no que diz respeito à dimensão atual de implementação dos programas de inclusão, os resultados são opostos, isto é, os educadores de infância da rede pública têm atitudes significativamente mais positivas do que os educadores de infância da rede IPSS.
Social changes that took place during the twentieth century influenced the operation of the school taking these changing concepts, contents and practices towards "education for all". In this context, teacher is the key element of the whole process for the accomplishment of inclusive philosophy. This study aims to compare the attitudes and practices of early childhood educators of the public network and those from Private Institutions of Social Solidarity network (IPSS) regarding the inclusion of children with educational needs (SEN) in regular classroom on the island of São Miguel, in order to analyse if the pedagogical support, the service time and the training influence the attitudes and the teaching practices concerning to the inclusion of children with special needs in regular classroom. Data were collected through a questionnaire survey divided into three parts, namely in Part I we picked up personal and professional data; in Part II we obtained data based on personal answers regarding the inclusion of children whit SEN; finally in Part III we present a Scale of Attitudes to Inclusion (EAFI) based on Likert scale of four levels (1-Strongly Disagree; 2-Disagree; 3-Agree; 4-Agree Completely). The results showed differences between the educators who teach in public network and those who are in the IPSS, in what concerns attitudes towards inclusion of children with special needs in regular classrooms. Thus, in the dimensions of Training, Resources, and Change of role / responsibility plus we realized that early childhood educators of IPSS network have significantly more positive attitudes when compared with those of the kindergarten teachers in public schools. In what concerns the current size and the implementation of inclusion programs we verify that the attitudes of early childhood educators from public network are significantly more positive than those of the kindergarten teachers in IPSS network.
Social changes that took place during the twentieth century influenced the operation of the school taking these changing concepts, contents and practices towards "education for all". In this context, teacher is the key element of the whole process for the accomplishment of inclusive philosophy. This study aims to compare the attitudes and practices of early childhood educators of the public network and those from Private Institutions of Social Solidarity network (IPSS) regarding the inclusion of children with educational needs (SEN) in regular classroom on the island of São Miguel, in order to analyse if the pedagogical support, the service time and the training influence the attitudes and the teaching practices concerning to the inclusion of children with special needs in regular classroom. Data were collected through a questionnaire survey divided into three parts, namely in Part I we picked up personal and professional data; in Part II we obtained data based on personal answers regarding the inclusion of children whit SEN; finally in Part III we present a Scale of Attitudes to Inclusion (EAFI) based on Likert scale of four levels (1-Strongly Disagree; 2-Disagree; 3-Agree; 4-Agree Completely). The results showed differences between the educators who teach in public network and those who are in the IPSS, in what concerns attitudes towards inclusion of children with special needs in regular classrooms. Thus, in the dimensions of Training, Resources, and Change of role / responsibility plus we realized that early childhood educators of IPSS network have significantly more positive attitudes when compared with those of the kindergarten teachers in public schools. In what concerns the current size and the implementation of inclusion programs we verify that the attitudes of early childhood educators from public network are significantly more positive than those of the kindergarten teachers in IPSS network.
Description
Keywords
NEE Inclusão Prática pedagógica Organização escolar Atitudes SEN Inclusion Teaching practice School organisation Attitudes