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As perceções dos professores sobre a unidade de ensino especializado numa escola de 2º e 3º ciclo no Funchal
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| 5.02 MB | Adobe PDF |
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Abstract(s)
Á luz das orientações e concretizações verificadas ao longo de décadas no contexto internacional, compatíveis com o regime em vigor no espaço nacional e com o sentido de pôr em prática a filosofia e os princípios da Escola Inclusiva, uma das medidas implementadas nos últimos anos, na Região Autónoma da Madeira, de modo, a que todas as crianças e jovens possam aprender juntos, no mesmo contexto, beneficiando de respostas educativas adequadas e diferenciadas, que visem o sucesso educativo de todos sem exceção, tem sido a criação de Unidades de Ensino Especializado. Esta resposta educativa, pretende apoiar a educação e o ensino de crianças e jovens com problemas graves de cognição e situações de multideficiência.
Este estudo essencialmente quantitativo, desenvolveu-se numa escola básica de 2º e 3º ciclos, do Funchal e visa analisar as perceções dos professores sobre a Unidade de Ensino Especializado na mesma, no que se refere à inclusão, à resposta educativa e à formação dos docentes. Para a realização do estudo, utilizou-se um questionário, ao qual responderam 108 professores.
Os resultados encontrados mostram que, de uma maneira geral, os professores parecem revelar uma perceção favorável face à Unidade de Ensino Especializado e à inclusão educacional, mas não revelam concordância com os benefícios da integração na sala de aula, ao nível das aprendizagens e na aquisição de competências académicas para alunos com problemas graves de cognição e situações de multideficiência, considerando, o ensino destes alunos uma tarefa demasiado exigente para o professor do ensino regular.
Os resultados evidenciam ainda, que e escola reúne condições para assegurar o sucesso educativo destes alunos, no entanto, apontam a falta de recursos e a necessidade de formação especifica como fatores que dificultam o processo de inclusão.
Conclui-se, que de uma maneira geral, as variáveis estudadas, exercem uma influência pouco significativa nas perceções dos professores.
In the light of observed recommendations and achievements over decades in the international context, compatible with the current system in the national area with the purpose of implementing the philosophy and principles of the Inclusive School, one of the implemented measures in recent years in the Autonomous Region of Madeira, so that all children and young people can learn together, in the same context, having the benefit of differentiated and appropriate educational responses to promote educational success of everyone involved, has resulted in the creation of specialized education units that aim to support the education and teaching of children and young people with severe cognition problems and multiple disabilities. This mainly quantitative analysis, was carried out in a Second and Third Cycle School of Basic Education in Funchal and aims at analyzing the teachers’ perceptions about the specialized education units in this school, in what it refers to inclusion, educational response and the teacher training. For the conduct of this study, it was used a questionnaire answered by 108 teachers. The results show that in general teachers seem to reveal a favorable perception in relation to the specialized education units as well as the educational inclusion but disagree with the benefits of the integration in the classroom, regarding learnings and the acquisition of academic skills to students with severe cognition problems and multiple disabilities, taking in account that the teaching of these students is a complex task for regular education teachers. The results, also, show that this school is prepared to ensure the educational success of these students, however, they point out the lack of resources and the need for specific training as the main factors that make the inclusion process difficult. Thus one may conclude that, in general, the studied variables have little significant influence statistically in the teachers’ perceptions.
In the light of observed recommendations and achievements over decades in the international context, compatible with the current system in the national area with the purpose of implementing the philosophy and principles of the Inclusive School, one of the implemented measures in recent years in the Autonomous Region of Madeira, so that all children and young people can learn together, in the same context, having the benefit of differentiated and appropriate educational responses to promote educational success of everyone involved, has resulted in the creation of specialized education units that aim to support the education and teaching of children and young people with severe cognition problems and multiple disabilities. This mainly quantitative analysis, was carried out in a Second and Third Cycle School of Basic Education in Funchal and aims at analyzing the teachers’ perceptions about the specialized education units in this school, in what it refers to inclusion, educational response and the teacher training. For the conduct of this study, it was used a questionnaire answered by 108 teachers. The results show that in general teachers seem to reveal a favorable perception in relation to the specialized education units as well as the educational inclusion but disagree with the benefits of the integration in the classroom, regarding learnings and the acquisition of academic skills to students with severe cognition problems and multiple disabilities, taking in account that the teaching of these students is a complex task for regular education teachers. The results, also, show that this school is prepared to ensure the educational success of these students, however, they point out the lack of resources and the need for specific training as the main factors that make the inclusion process difficult. Thus one may conclude that, in general, the studied variables have little significant influence statistically in the teachers’ perceptions.
Description
Keywords
Perceção dos professores Inclusão Unidade de ensino especializado Resposta educativa Formação dos docentes Teachers’ perceptions Inclusion Specialized education unit Educational response Teacher training