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Publication
As percepções dos docentes sobre a inclusão de alunos com perturbações do espetro do autismo.
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Advisor(s)
Abstract(s)
Desde 1994, com a Convenção da Declaração de Salamanca, todos passaram a ter direito à educação. Em consequência, as crianças com Necessidades Educativas Especiais (NEE) estão cada vez mais presentes nas salas de aula, em particular as portadoras da Perturbação do Espetro do Autismo (PEA). Esta problemática carateriza-se essencialmente por dificuldades ao nível da socialização/interação social, a comunicação/linguagem e a imaginação/jogo simbólico.
Quais as perceções que os educadores de infância e professores do ensino básico têm relativamente à Inclusão de alunos com Perturbação do Espetro do Autismo? Foi esta a questão em que se baseou o presente estudo considerado de carater exploratório e descritivo, cujo objetivo foi perceber se os professores conhecem as principais características do autismo; saber a opinião deles face à inclusão destes alunos.
Através da revisão bibliográfica, delineou-se um questionário, que foi realizado a 41 educadores/professores do ensino básico, que tiveram nas suas salas alunos portadores de PEA.
Os resultados revelaram que os docentes, apesar de colaborarem no processo inclusivo, manifestam dificuldade em identificar e avaliar estes alunos por não terem formação especializada, por terem falta de conhecimentos científicos, pela falta de um método de ensino diferenciado, falta de recursos humanos e principalmente por terem excesso de alunos por turma, das quais consideramos estas dificuldades como uma barreira à inclusão.
Since 1994 , the Convention of the Declaration of Salamanca , all gained the right to education. As a result , children with special educational needs are increasingly present in the classroom, particularly the carriers of a disorder of the Autism Spectrum. This problem essentially up features by difficulty with socialization / social interaction, communication / language and imagination / symbolic play . What are the perceptions that nursery and primary school teachers have regarding the inclusion of students with Autism Spectrum Disorder of? This is the question that this study was based considered exploratory and descriptive character, whose goal was to see if teachers know the main features of autism; know their opinion towards the inclusion of these students; Through the review, outlined a questionnaire, which was held to 41 educators / primary school teachers, who were in their classroom children with ASD . The results revealed that teachers, although collaborate in the inclusive process, manifest difficulty in identifying and assessing these students for not having specialized training because they lack of scientific knowledge, lack of differentiated teaching method, lack of human resources and mainly for having excessive number of students per class, which consider these difficulties as a barrier to inclusion .
Since 1994 , the Convention of the Declaration of Salamanca , all gained the right to education. As a result , children with special educational needs are increasingly present in the classroom, particularly the carriers of a disorder of the Autism Spectrum. This problem essentially up features by difficulty with socialization / social interaction, communication / language and imagination / symbolic play . What are the perceptions that nursery and primary school teachers have regarding the inclusion of students with Autism Spectrum Disorder of? This is the question that this study was based considered exploratory and descriptive character, whose goal was to see if teachers know the main features of autism; know their opinion towards the inclusion of these students; Through the review, outlined a questionnaire, which was held to 41 educators / primary school teachers, who were in their classroom children with ASD . The results revealed that teachers, although collaborate in the inclusive process, manifest difficulty in identifying and assessing these students for not having specialized training because they lack of scientific knowledge, lack of differentiated teaching method, lack of human resources and mainly for having excessive number of students per class, which consider these difficulties as a barrier to inclusion .
Description
Keywords
Autismo Inclusão Perceção Docência Autism Inclusion Perception Teaching