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Inclusão de Alunos com Deficiências Mental no Ensino Regular
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O presente trabalho tem como tema, “Inclusão de alunos com Deficiência Mental no Ensino Regular”, porque se considera que é uma problemática de grande pertinência, ou seja, é uma questão que hoje a escola tem de solucionar, uma vez que estas crianças têm o pleno direito à educação e a uma boa integração na vida em sociedade.
No presente estudo situamo-nos também nas abordagens teóricas que defendem a inclusão e a qualidade nas escolas (Ainscow, 1998; Porter, 1995; Cadima, 1997; Correia, 1999, 2001; 2003; Loreman et al., 2007; Sharma et al., 2008,).
O plano de intervenção educativo, seguindo o modelo funcional, tem como objetivo responder às necessidades individuais de cada aluno, numa perspetiva de sucesso e não considerá-lo, à partida, como um aluno potencialmente fracassado, face ao conceito de sucesso que se estabelece para a média dos alunos. A realização deste estudo é a consequência de uma postura reflexiva ao longo da nossa prática educativa em relação à inclusão de alunos com Deficiência Mental.
Como instrumento de recolha de dados foi utilizado um inquérito por questionário a uma amostra de 104 docentes dos 1.º e 2.º Ciclos de escolas da ilha de São Miguel, para que fosse possível verificar em que medida os professores do 1.º e 2.º Ciclo do Ensino Regular julgam ser importante a implementação dos Currículos Funcionais para o desenvolvimento das crianças com deficiência mental.
Assim, conclui-se, após a análise dos resultados, que se confirmaram as hipóteses formuladas, à exceção da hipótese 2, o que leva a considerar que os professores, na globalidade, concordam com a integração/inclusão destas crianças no ensino regular. Por fim, concluiu-se também que a maior parte dos inquiridos concordam que a aplicação dos Currículos Funcionais, nomeadamente os Currículos Específicos Individuais, possibilitam a socialização e uma melhor inclusão destas crianças.
The present work has as its theme, "Inclusion of Students with Mental Disabilities in Regular School" because it is an issue of great relevance, that is, it is a matter that schools have to solve nowadays, considering that children have the right to a full education and a good integration in society. In the present study we also are studied in the theoretical approaches that advocate the inclusion and quality in schools (Ainscow, 1998; Porter, 1995; Cadima, 1997; Correia, 1999, 2001, 2003; Loreman et al., 2007; Sharma et al.2008). The educational intervention plan following the functional model, aims to respond to the individual needs of each student, in a perspective of success and not consider it at the outset of a potentially failed student, to the concept of success that settles the average student. This study is the result of a reflective attitude throughout our educational practice regarding the inclusion of students with Mental Retardation. As an instrument for data gathering, a questionnaire was used, a sample of 104 teachers from the 1st and 2nd cycles schools of the island of São Miguel, so that they could verify the extent to which teachers in the 1st and 2nd Cycle Education Regular judge be important to the implementation of Functional Resumes for the development of children with mental disabilities. Therefore, it is concluded after analyzing the results, which confirmed the hypotheses, except hypothesis 2, that teachers on the whole do agree with the integration / inclusion of children in Regular Education. Finally, it was also found that most respondents agree that the application of Functional Curriculums, specially the Specific Individual Curriculums, which enable socialization and better inclusion of these children.
The present work has as its theme, "Inclusion of Students with Mental Disabilities in Regular School" because it is an issue of great relevance, that is, it is a matter that schools have to solve nowadays, considering that children have the right to a full education and a good integration in society. In the present study we also are studied in the theoretical approaches that advocate the inclusion and quality in schools (Ainscow, 1998; Porter, 1995; Cadima, 1997; Correia, 1999, 2001, 2003; Loreman et al., 2007; Sharma et al.2008). The educational intervention plan following the functional model, aims to respond to the individual needs of each student, in a perspective of success and not consider it at the outset of a potentially failed student, to the concept of success that settles the average student. This study is the result of a reflective attitude throughout our educational practice regarding the inclusion of students with Mental Retardation. As an instrument for data gathering, a questionnaire was used, a sample of 104 teachers from the 1st and 2nd cycles schools of the island of São Miguel, so that they could verify the extent to which teachers in the 1st and 2nd Cycle Education Regular judge be important to the implementation of Functional Resumes for the development of children with mental disabilities. Therefore, it is concluded after analyzing the results, which confirmed the hypotheses, except hypothesis 2, that teachers on the whole do agree with the integration / inclusion of children in Regular Education. Finally, it was also found that most respondents agree that the application of Functional Curriculums, specially the Specific Individual Curriculums, which enable socialization and better inclusion of these children.
Descrição
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
Palavras-chave
Inclusão Deficiência mental Currículos Funcionais Inclusion Disability and Mental Functional Curriculums