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Publication
Inclusão Escolar: atitudes dos professores
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Advisor(s)
Abstract(s)
Este estudo pretendeu constituir um contributo para o conhecimento das atitudes e
dificuldades dos professores ponderando as condições relevantes para escola.
O trabalho desenvolveu-se segundo uma metodologia mista e é um estudo de
natureza descritiva e interpretativa. Os dados derivam de um questionário dirigido aos
professores de um Agrupamento onde existe considerável número de alunos com
necessidades educativas especiais e também, de uma entrevista semi-estruturada a um
grupo restrito de professores submetida a análise de conteúdo.
Confirmou-se que as atitudes dos professores são influenciadas pelas variáveis:
género, idade, tempo de serviço, natureza de ensino (professor de educação
especial/professor de turma), nível de ensino, ter formação especializada. E foram
priorizadas pelos respondentes as sete condições para a implementação de uma escola
inclusiva pela seguinte ordem: existência de técnicos especializados, as atitudes dos
professores, as metodologias de ensino, colaboração entre professores,
avaliação/acompanhamento dos alunos, formação específica e materiais e recursos.
Os entrevistados manifestaram a relevância da temática da inclusão escolar de
alunos com NEE, na atualidade: valorizam a socialização, o diagnóstico e elaboração
de planos de apoio; observam que atitudes positivas face à inclusão valorizam todo
o processo educativo e as metodologias de ensino devem ser diferenciadas,
adequadas ao tipo da população escolar-alvo e com a intervenção de todos os agentes
educativos dando relevância ao processo formativo.
This study aims to contribute to a deep Knowledge of the attitudes and difficulties of teachers considering the relevant conditions for the inclusive. The work was developed according to a mixed methodology and is a descriptive and interpretative study. Data Were collected by questionnaire a semi-structured interview to a small group of teachers, subjected to content analysis. It was confirmed that a Selected set of variables influence the attitudes of teachers including: gender, age, length of service, educational nature (special teacher/ classe teacher), leved of educacion specialized training. Respondents prioritized the seven conditions for the implementation of an inclusive school in the following order: the existence of technical expertise, the attitudes of teacher`s, teaching methods teacher`s collaboration, assessment/monitoring of students, specific training materials and resources. Content analysis of interviews to a small group of teachers expressed the importance of the issue of school inclusion of students with SEN today: they value socialization, the diagnosis and elaboration of support plans; the note that positive attitudes towards inclusion value the whole educational process and teaching methodologies should be differentiated, appropriate to the types of school population and with the participation of all educational agent giving relevance to the training process.
This study aims to contribute to a deep Knowledge of the attitudes and difficulties of teachers considering the relevant conditions for the inclusive. The work was developed according to a mixed methodology and is a descriptive and interpretative study. Data Were collected by questionnaire a semi-structured interview to a small group of teachers, subjected to content analysis. It was confirmed that a Selected set of variables influence the attitudes of teachers including: gender, age, length of service, educational nature (special teacher/ classe teacher), leved of educacion specialized training. Respondents prioritized the seven conditions for the implementation of an inclusive school in the following order: the existence of technical expertise, the attitudes of teacher`s, teaching methods teacher`s collaboration, assessment/monitoring of students, specific training materials and resources. Content analysis of interviews to a small group of teachers expressed the importance of the issue of school inclusion of students with SEN today: they value socialization, the diagnosis and elaboration of support plans; the note that positive attitudes towards inclusion value the whole educational process and teaching methodologies should be differentiated, appropriate to the types of school population and with the participation of all educational agent giving relevance to the training process.
Description
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
Keywords
Necessidades Educativas Especiais Inclusão Escolar Políticas e Práticas Inclusivas Atitudes dos docentes Formação Especializada de docentes Special Educational Needs Inclusive School Inclusive Politics and Practices Teacher`s Attitudes Teacher`s Specialized Training