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A inclusão escolar de alunos com necessidades educativas especiais em Rabo de Peixe: as conceções dos pares e da família - estudo de caso
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Abstract(s)
A inclusão escolar de alunos com Necessidades Educativas Especiais é um processo que, para além de educativo e pedagógico, pretende-se que seja social e emocional, isto é, que conduza a um clima educativo de sucesso para todos. Os pares e a família são, neste processo, um elemento chave para a criação de um ambiente inclusivo de sucesso, que una a parte educativa à parte do desenvolvimento afetivo e social. Por este motivo, este estudo tem como principal objetivo verificar as conceções dos pares e família na inclusão escolar de alunos com Necessidades Educativas Especiais em Rabo de Peixe.
Utilizou-se como abordagem um estudo de caso, escolhendo como instrumentos para a recolha de dados o focus group e entrevista. Enquadra-se, assim, num paradigma qualitativo.
Os dados deste estudo recolheram-se na região autónoma dos Açores, na Escola Básica 2,3 Rui Galvão de Carvalho em Rabo e Peixe. Os participantes foram vinte alunos, pares dos alunos com Necessidades Educativas Especiais, dez de uma turma do ensino regular e dez de uma turma de Programa Oportunidade I, na faixa etária compreendida entre os doze e os catorze anos, e oito pais/encarregados de educação de cada turma, dos alunos sem Necessidades Educativas Especiais.
Através dos discursos de muitos alunos de ambas as turmas, com predomínio dos alunos da turma regular do 5º ano, ainda há conceções que indiciam claramente que não há uma convivência inclusiva entre pares. Concluiu-se que as caraterísticas inerentes às próprias NEE que os alunos têm são fator de exclusão por parte dos colegas sem NEE. Encontraram-se indicadores que transmitiram atitudes positivas face à diferença, sobretudo quando os alunos afirmaram que estariam dispostos a ajudar os seus colegas com Necessidades Educativas Especiais no contexto de sala de aula, aceitar ser seu amigo, fazer parceria no recreio. Contudo, a maioria dos alunos mencionam muito o comportamento desses colegas, como fator de afastamento e de distúrbio do processo de ensino e aprendizagem.
Concluiu-se que as conceções dos pais de alunos do Programa de Oportunidade I, no que se refere à inclusão de alunos com NEE na turma do seu educando, foram divergentes, ou seja, de segregação e de inclusão. Contrariamente, quase todos os pais de alunos da turma do ensino regular são a favor da inclusão de alunos com NEE na sala de aulas dos seus filhos. Pese embora a idade das crianças envolvidas, acredita-se que este trabalho abre portas à reflexão em torno da necessidade de se fomentar desde muito cedo, na vida das crianças, valores como a amizade e a igualdade de oportunidades.
Valorizar e estimular a participação dos pais de alunos com Necessidades Educativas Especiais no processo ensino aprendizagem, assim como desenvolver estratégias de colaboração, envolvendo a família e os alunos poderá ser o caminho para ajudar estes alunos a desenvolverem-se e a integrarem-se futuramente na sociedade.
School inclusion of pupils with Special Educational Needs is a process that, in addition to educational and pedagogical, intended to be social and emotional, that is, a climate conducive to educational success for all. The couple and the family are in the process, a key element to creating an inclusive environment for success, the part that attaches to the part of educational and social emotional development. For this reason, this study has the main objective to verify the conceptions peers and family on school inclusion of students with Special Educational Needs in Rabo de Peixe. It was used as a case study approach, choosing as instruments for collecting data and the focus group interview. It fits well in a qualitative paradigm. Data for this study were collected in the autonomous region of the Azores, in the Primary School 2.3 Galvão Rui de Carvalho in Rabo and Fish. Participants were twenty students, peers students with Special Educational Needs, ten from a regular education class and a class of ten of Opportunity Program I, aged between twelve / fourteen, and eight parents / guardians of each class, students without Educational Needs Special. Through the speeches of many students in both classes, with a predominance of regular class students of the 5th year, there is still conceptions that indicate clearly that there is a coexistence between pairs inclusive. It was concluded that the characteristics inherent to SEN pupils have are exclusion factor from colleagues called normal. There were records unit who sent positive attitudes to difference, especially when students said they would be willing to assist their colleagues with Special Educational Needs in the context of the classroom, accept to be your friend, to partner in the playground. However, most students mention the very behavior of colleagues, as a factor of removal and disturbance of the process of teaching and learning. Despite the age of the children involved, it is believed that this work opens the door to reflection on the need to promote very early in children's lives, values like friendship and equality. Enhance and encourage the participation of parents of students with Special Educational Needs in the learning process, and develop collaborative strategies involving family and students may be the way to help these students develop themselves and be integrated in future society.
School inclusion of pupils with Special Educational Needs is a process that, in addition to educational and pedagogical, intended to be social and emotional, that is, a climate conducive to educational success for all. The couple and the family are in the process, a key element to creating an inclusive environment for success, the part that attaches to the part of educational and social emotional development. For this reason, this study has the main objective to verify the conceptions peers and family on school inclusion of students with Special Educational Needs in Rabo de Peixe. It was used as a case study approach, choosing as instruments for collecting data and the focus group interview. It fits well in a qualitative paradigm. Data for this study were collected in the autonomous region of the Azores, in the Primary School 2.3 Galvão Rui de Carvalho in Rabo and Fish. Participants were twenty students, peers students with Special Educational Needs, ten from a regular education class and a class of ten of Opportunity Program I, aged between twelve / fourteen, and eight parents / guardians of each class, students without Educational Needs Special. Through the speeches of many students in both classes, with a predominance of regular class students of the 5th year, there is still conceptions that indicate clearly that there is a coexistence between pairs inclusive. It was concluded that the characteristics inherent to SEN pupils have are exclusion factor from colleagues called normal. There were records unit who sent positive attitudes to difference, especially when students said they would be willing to assist their colleagues with Special Educational Needs in the context of the classroom, accept to be your friend, to partner in the playground. However, most students mention the very behavior of colleagues, as a factor of removal and disturbance of the process of teaching and learning. Despite the age of the children involved, it is believed that this work opens the door to reflection on the need to promote very early in children's lives, values like friendship and equality. Enhance and encourage the participation of parents of students with Special Educational Needs in the learning process, and develop collaborative strategies involving family and students may be the way to help these students develop themselves and be integrated in future society.
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
Educação especial Inclusão Pares Família Conceções Special education Inclusion Pairs Family Conceptions