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Publication
Deficiência mental e inclusão: opiniões e percepções dos professores sobre os princípios e as práticas inclusivas aplicadas aos alunos com deficiência
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| 1.58 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O tema central desta investigação trata da problemática da Inclusão dos alunos
com NEE (Necessidades Educativas Especiais) portadores de DM (Deficiência Mental)
nas escolas do ensino regular e insere-se num estudo quantitativo das opiniões e
percepções dos professores sobre os princípios e as práticas inclusivas aplicadas a esses
alunos. O trabalho estruturou-se em duas partes. A primeira parte compreendeu uma
revisão da literatura sobre a temática da Inclusão e como a escola, enquanto
organização, pode contribuir para a edificação de uma Escola mais inclusiva. Fez-se,
ainda, uma abordagem à definição e evolução do conceito de Deficiência Mental,
incluindo uma breve abordagem ao currículo e à adopção da CIF (Classificação
Internacional da Funcionalidade, Incapacidade e Saúde) como novo paradigma nos
domínios da avaliação e da intervenção, junto das crianças e jovens com NEE. A
segunda parte cingiu-se ao estudo empírico, onde a técnica utilizada para a recolha dos
dados foi o “inquérito por questionário de opinião” por permitir recolher informações de
um número significativo de sujeitos, num curto espaço de tempo e contou com uma
amostra constituída por quarenta e cinco professores, que lecionam nos 2º e 3º ciclos do
ensino básico de dois estabelecimentos de ensino, de um agrupamento de escolas do
Distrito da Guarda/Portugal. Após análise dos dados recolhidos constatou-se que uma
percentagem significativa de professores revela opiniões e percepções favoráveis à
inclusão dos alunos portadores de DM e ao direito que estes têm de frequentar a escola
regular pública. Verificou-se também que o agrupamento de escolas promove a inclusão
educativa dos alunos com NEE, através dos documentos estruturantes (Projeto
Educativo, Regulamento Interno e Plano Anual de Atividades), o que constitui um
facilitador na aceitação da diferença por parte da comunidade educativa.
The central theme of this research deals with the problem of students’ inclusion with SEN (Special Educational Needs) DM (Mental Disability) in mainstream schools and is part of a quantitative study about the teachers’ opinions and perceptions on the inclusive principles and practices applied to these students.The work was structured in two parts. The first part consisted of a literature review on the topic of Inclusion and how the school, as organization, can contribute to a more inclusive school building. There was also an approach to the definition and evolution of the Mental Disability concept, including a brief approach to the curriculum and the adoption of the ICF (International Classification of Functioning, Disability and Health), as a new paradigm in the areas of assessment and intervention, involving children and young with SEN (Special Educational Needs). The second part was confined to the empirical study, where the technique used for data collection was the "questionnaire survey of opinion", which featured a sample of thirty-five teachers, who teach the 2nd and 3rd cycles of basic education in two schools, belonging to a School Group in the District of Guarda / Portugal. After analyzing the collected data, it was found that a significant percentage of teachers reveals favourable perceptions and opinions to the inclusion of students with DM and the right they have to attend regular public school. It was also checked that the reported school group promotes educational inclusion of students with SEN, through structuring documents (Educational Project, Internal Rules and Annual Plan of Activities), what represents a promoter in acceptance of the differences by the educational community.
The central theme of this research deals with the problem of students’ inclusion with SEN (Special Educational Needs) DM (Mental Disability) in mainstream schools and is part of a quantitative study about the teachers’ opinions and perceptions on the inclusive principles and practices applied to these students.The work was structured in two parts. The first part consisted of a literature review on the topic of Inclusion and how the school, as organization, can contribute to a more inclusive school building. There was also an approach to the definition and evolution of the Mental Disability concept, including a brief approach to the curriculum and the adoption of the ICF (International Classification of Functioning, Disability and Health), as a new paradigm in the areas of assessment and intervention, involving children and young with SEN (Special Educational Needs). The second part was confined to the empirical study, where the technique used for data collection was the "questionnaire survey of opinion", which featured a sample of thirty-five teachers, who teach the 2nd and 3rd cycles of basic education in two schools, belonging to a School Group in the District of Guarda / Portugal. After analyzing the collected data, it was found that a significant percentage of teachers reveals favourable perceptions and opinions to the inclusion of students with DM and the right they have to attend regular public school. It was also checked that the reported school group promotes educational inclusion of students with SEN, through structuring documents (Educational Project, Internal Rules and Annual Plan of Activities), what represents a promoter in acceptance of the differences by the educational community.
Description
Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
Keywords
Alunos Necessidades Educativas Especiais Deficiência Mental Escola Práticas Inclusivas Currículo Students Special Educational Needs Mental Disability School Inclusive Practices Curriculum