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Publication
Opinião dos professores sobre estratégias educativas para promoção da inclusão em estudantes com síndrome de Down
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 36086 | 2.74 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Na atualidade pode-se ainda considerar o assunto da inclusão como tema pertinente a ser estudado no âmbito educacional. A inclusão de alunos com Síndrome de Down (SD), ainda causa preocupações, incômodos e constrangimentos na sociedade. Considera-se que o trabalho nas escolas de ensino básico implemente uma cultura de formação continuada e melhor preparo de seus professores para receberem os estudantes com SD. A presente investigação resulta de uma preocupação pessoal e profissional e tem por objetivo conhecer as opiniões dos professores sobre o fazer pedagógico, quais as suas preocupações e quanto ao conhecimento sobre educação inclusiva que contribuem absolutamente com esses estudantes e, também, identificar o contributo das escolas e professores que trabalham a inclusão de forma efetiva e genuína. Tendo em conta que o processo escolar de uma criança com SD deve ter a mesma finalidade ou investimento da educação como qualquer outra, é imprescindível oferecer-lhe as oportunidades e o apoio necessário para o seu desenvolvimento considerando as suas capacidades cognitivas, sociais e afetivas. O método selecionado constitui a capacidade de analisar as opiniões e conhecimentos dos professores, bem como a prática docente com os estudantes com SD. Assim, com o objetivo de responder às questões de partida deste estudo, foi aplicado um questionário com base na revisão da literatura e validado por professores doutores, à população de professores que lecionam em escolas de Ensino Fundamental Anos Iniciais e Ensino Fundamental Anos Finais. Concluiu-se com este estudo que os professores participantes são na maioria do sexo feminino, entre a faixa etária de 30 a 40 anos, que possuem cursos em nível superior e alguns destes, com cursos de pós-graduação. Verificou-se também que nenhum dos professores inquiridos possuem curso de especialização em Educação Especial, o que evidencia um fator negativo para o atendimento com alunos com SD. Concluiu-se ainda, nas opiniões dos professores, que a frequência das ações deve estar integrada ao ambiente de formação contínua na área da inclusão, bem como, a necessidade de ter um professor de apoio pedagógico na sala de aula acompanhando o estudante com SD, contribuindo para um melhor desempenho acadêmico desses estudantes.
Nowadays, it is still possible to consider the subject of inclusion as a relevant topic to be studied in the educational field. The inclusion of students with Down Syndrome (DS) still causes concerns, discomfort, and embarrassment in society. It is considered that work in primary schools implements a culture of continuing education and better preparation of their teachers to receive students with DS. The present investigation results from a personal and professional concern and aims at knowing the teachers’ opinions about the pedagogical practice, what their concerns are and the knowledge about inclusive education that absolutely contributes to these students and, also, to identify the contribution of schools and teachers that work towards inclusion in an effective and genuine way. Bearing in mind that the school process of a child with DS must have the same purpose or investment in education as any other, it is essential to offer them the opportunities and the necessary support for their development considering their cognitive, social, and affective capabilities. The selected method constitutes the ability to analyze teachers' opinions and knowledge, as well as teaching practice with students with DS. Thus, in order to answer the starting questions of this study, a questionnaire was applied based on the review of the related literature and validated by doctoral professors, to the population of teachers who teach in the early and late years of elementary school. It was concluded with this study that the participating teachers are mostly female, in the age group between 30 and 40 years old, who have college degrees, and some of them with postgraduate degrees. It was also found that none of the interviewed teachers have a specialization course in Special Education, which highlights a negative factor for assistance to students with DS. It was also concluded that, in the opinions of the teachers, the frequency of actions must be integrated with the environment of continuous training in the area of inclusion, as well as the need to have a teacher for pedagogical support in the classroom accompanying the student with DS, contributing to a better academic performance of these students.
Nowadays, it is still possible to consider the subject of inclusion as a relevant topic to be studied in the educational field. The inclusion of students with Down Syndrome (DS) still causes concerns, discomfort, and embarrassment in society. It is considered that work in primary schools implements a culture of continuing education and better preparation of their teachers to receive students with DS. The present investigation results from a personal and professional concern and aims at knowing the teachers’ opinions about the pedagogical practice, what their concerns are and the knowledge about inclusive education that absolutely contributes to these students and, also, to identify the contribution of schools and teachers that work towards inclusion in an effective and genuine way. Bearing in mind that the school process of a child with DS must have the same purpose or investment in education as any other, it is essential to offer them the opportunities and the necessary support for their development considering their cognitive, social, and affective capabilities. The selected method constitutes the ability to analyze teachers' opinions and knowledge, as well as teaching practice with students with DS. Thus, in order to answer the starting questions of this study, a questionnaire was applied based on the review of the related literature and validated by doctoral professors, to the population of teachers who teach in the early and late years of elementary school. It was concluded with this study that the participating teachers are mostly female, in the age group between 30 and 40 years old, who have college degrees, and some of them with postgraduate degrees. It was also found that none of the interviewed teachers have a specialization course in Special Education, which highlights a negative factor for assistance to students with DS. It was also concluded that, in the opinions of the teachers, the frequency of actions must be integrated with the environment of continuous training in the area of inclusion, as well as the need to have a teacher for pedagogical support in the classroom accompanying the student with DS, contributing to a better academic performance of these students.
Description
Keywords
Síndrome de Down Inclusão Formação Professores Down syndrome Inclusion Formation Teachers