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Dificuldades de aprendizagem: as opiniões dos professores
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Abstract(s)
Este trabalho tem como objetivo conhecer as opiniões dos professores acerca das dificuldades de aprendizagem (DA), baseando-se na sua experiência e/ou nos conhecimentos que têm acerca de alunos com Necessidades Educativas Especiais (NEE) devidas a DA. Para se poder alcançar o referido objetivo, recorreu-se a um estudo descritivo e transversal, cujos dados foram recolhidos com recurso a um questionário. Os participantes desta investigação são 52 professores dos 1º e 2º Ciclos do Ensino Básico do Agrupamento de Escolas de Resende. Concluiu-se que, maioritariamente, os professores revelaram uma atitude positiva face à inclusão de alunos com DA nas turmas do ensino regular. Demonstraram que têm percepção de que as DA podem não ser só exclusivas do aluno, mas também devido a outros fatores, como o ambiente da sala de aula e a ação do professor, bem como admitiram que os alunos não aprendem de igual modo, não progridem da mesma maneira, porquanto cada um é singular, ou seja, apresentam ritmos de aprendizagem/trabalho diferentes. De um modo geral, consideram que a responsabilidade da elaboração e implementação dos programas educativos deve ser compartilhada entre o professor da turma e o professor de educação especial. São de opinião que esses alunos beneficiam sempre com a integração a tempo inteiro na sala de aula, sendo a sala de apoio tida como o local mais adequado ao ensino de alunos com esta problemática. Concluiu-se também que a maioria dos inquiridos não tem formação na área, o que se assume como um obstáculo à intervenção nos alunos com DA. Na globalidade, os inquiridos sentem ansiedade e angústia perante um aluno com DA. Todavia, apesar de o aluno despertar uma certa inquietação, o professor sente vontade de o ajudar.
Face a estes resultados sugere-se que se promovam, nas escolas, mais formação sobre as DA, de modo a que os professores possam ir ao encontro das dificuldades destes alunos, garantindo-se o seu sucesso escolar. Sugere-se igualmente que se fomente um trabalho colaborativo entre todos os agentes educativos.
This study aims to know the opinions of teachers about learning disabilities (LD), based on their experience and / or knowledge they have about students with Special Educational Needs due to LD. In order to achieve that goal, we used a descriptive cross-sectional study, whose data were collected using a questionnaire. Participants in this research are 52 teachers of 1st and 2nd cycles of basic education in the Group of Schools Resende. It was concluded that mostly teachers showed a positive attitude towards inclusion of students with LD in regular classes. Have shown that the perception that the LD can not only take the student , but also due to other factors such as the environment of the classroom and the teacher's action and admitted that students do not learn the same way , do not progress the Similarly, because each is singular, present rates of learning / different job. In general, consider that responsibility for the development and implementation of educational programs should be shared between the class teacher and special education teacher. Are of the opinion that these students always benefit from the integration full time in the classroom, with the support room considered the most appropriate for teaching students with this problematic site. It was also found that most respondents do not have training in the area, which is assumed as an obstacle to intervention in students with LD. Overall, respondents feel anxiety and distress before a student with LD. However, despite the student awakening some anxiety, the teacher feels the urge to help. Given these results it is suggested that be promoted in schools, more training on the LD, so that teachers can meet the difficulties these students, ensuring their academic success. It is also suggested that fosters collaborative work among all educational agents.
This study aims to know the opinions of teachers about learning disabilities (LD), based on their experience and / or knowledge they have about students with Special Educational Needs due to LD. In order to achieve that goal, we used a descriptive cross-sectional study, whose data were collected using a questionnaire. Participants in this research are 52 teachers of 1st and 2nd cycles of basic education in the Group of Schools Resende. It was concluded that mostly teachers showed a positive attitude towards inclusion of students with LD in regular classes. Have shown that the perception that the LD can not only take the student , but also due to other factors such as the environment of the classroom and the teacher's action and admitted that students do not learn the same way , do not progress the Similarly, because each is singular, present rates of learning / different job. In general, consider that responsibility for the development and implementation of educational programs should be shared between the class teacher and special education teacher. Are of the opinion that these students always benefit from the integration full time in the classroom, with the support room considered the most appropriate for teaching students with this problematic site. It was also found that most respondents do not have training in the area, which is assumed as an obstacle to intervention in students with LD. Overall, respondents feel anxiety and distress before a student with LD. However, despite the student awakening some anxiety, the teacher feels the urge to help. Given these results it is suggested that be promoted in schools, more training on the LD, so that teachers can meet the difficulties these students, ensuring their academic success. It is also suggested that fosters collaborative work among all educational agents.
Description
Keywords
Dificuldades de aprendizagem Alunos Professores Processo de ensino e aprendizagem Inclusão Learning disabilities Students Teachers Teaching and learning process Inclusion