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Publication
Inclusão de crianças com trissomia 21 no ensino regular
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Advisor(s)
Abstract(s)
Este estudo pretende compreender as representações dos professores do 1º ciclo do
ensino básico, face à inclusão de crianças portadoras de Trissomia 21 em salas de aula
do ensino regular. A questão que orientará a nossa investigação “Será que os
professores do 1º Ciclo do Ensino Básico apresentam conhecimentos sobre o
desenvolvimento das crianças com Trissomia 21 e manifestam competências de ensinoaprendizagem
para desenvolver práticas de inclusão com estas crianças?”
Para o desenvolvimento deste estudo temos os seguintes objectivos: Compreender as
percepções dos professores do 1º Ciclo sobre o processo de desenvolvimento em
crianças com Trissomia 21; Conhecer as práticas de inclusão de crianças com Trissomia
21 em salas do ensino regular do 1º ciclo do Ensino Básico; Saber se os professores do
1º Ciclo do Ensino Básico, estão preparados para a inclusão das crianças com Trissomia
21.
Após a revisão bibliográfica, considerámos para o nosso estudo as seguintes hipóteses:
H1 – Os professores do Ensino Regular do 1º Ciclo do Ensino Básico revelam boas
práticas de inclusão dos alunos com Trissomia 21; H2 – Os professores do Ensino
Regular do 1º Ciclo do Ensino Básico revelam recursos e formação suficientes para
intervir de forma adequada com alunos com Trissomia 21 tendo em vista a sua Inclusão;
H3 – O tempo de serviço dos professores influência as suas práticas de inclusão; H4 –
Os professores com formação em NEE’s, revelam melhores práticas de Inclusão.
Os resultados apurados neste estudo destacam as seguintes proposições: os professores
com mais tempo de serviço são mais inclusivos; a grande maioria dos professores
demonstra preocupações em relação à inclusão de crianças portadoras de Trissomia 21;
Estas preocupações devem-se, essencialmente, à falta de formação especializada na área
das NEE’s, assim como aos fracos recursos físicos e humanos existentes nas escolas do
ensino regular. Destaca-se, ainda, as representações favoráveis dos professores sobre a
inclusão de crianças com Trissomia 21 em salas do ensino regular.
This study aims to understand the representations of the 1st cycle teachers of basic education, faced with the inclusion of children with Tiresome 21 in regular education classrooms. This is the question that guides our research: “It will be that the 1st Cycle teachers of the Basic Education have knowledge about the development of children with Tiresome 21 and express powers of education-learning to develop practices of inclusion with these children?” For the development of this study, we have the following objectives: Understand the perceptions of the 1st cycle teachers on the process of development in children with Tiresome 21; know the practices for inclusion of children with Tiresome 21 in classrooms of the Regular Teaching of the 1st cycle of basic education and know if the teachers of the 1ST Cycle of Basic Education are prepared for the inclusion of children with Tiresome 21. After a literatures review, we consider in our study the following conjectures: 1st - The 1st cycle teachers of the Regular Teaching of the of Basic Education show good practices for inclusion of students with Tiresome 21; 2nd - The 1st cycle teachers of Regular Education of the of Basic Education show resources and adequate training to act appropriately with pupils with Tiresome 21 for their inclusion; 3rd - The teachers time of service influence their practices of inclusion; 4th - Teachers with training in special needs education show best practices for Inclusion. The results obtained in this study include the following propositions: Teachers with more service time are more inclusive; the great majority of teachers show concerns in relation to the inclusion of children with Tiresome 21; these concerns appear, essentially, by a lack of specialized training in the area of special educational needs, as well as the weak human and physical resources that exist in the schools of regular education. We want to let a note for the favourable representations of teachers about the inclusion of children with Tiresome 21 in rooms of regular education.
This study aims to understand the representations of the 1st cycle teachers of basic education, faced with the inclusion of children with Tiresome 21 in regular education classrooms. This is the question that guides our research: “It will be that the 1st Cycle teachers of the Basic Education have knowledge about the development of children with Tiresome 21 and express powers of education-learning to develop practices of inclusion with these children?” For the development of this study, we have the following objectives: Understand the perceptions of the 1st cycle teachers on the process of development in children with Tiresome 21; know the practices for inclusion of children with Tiresome 21 in classrooms of the Regular Teaching of the 1st cycle of basic education and know if the teachers of the 1ST Cycle of Basic Education are prepared for the inclusion of children with Tiresome 21. After a literatures review, we consider in our study the following conjectures: 1st - The 1st cycle teachers of the Regular Teaching of the of Basic Education show good practices for inclusion of students with Tiresome 21; 2nd - The 1st cycle teachers of Regular Education of the of Basic Education show resources and adequate training to act appropriately with pupils with Tiresome 21 for their inclusion; 3rd - The teachers time of service influence their practices of inclusion; 4th - Teachers with training in special needs education show best practices for Inclusion. The results obtained in this study include the following propositions: Teachers with more service time are more inclusive; the great majority of teachers show concerns in relation to the inclusion of children with Tiresome 21; these concerns appear, essentially, by a lack of specialized training in the area of special educational needs, as well as the weak human and physical resources that exist in the schools of regular education. We want to let a note for the favourable representations of teachers about the inclusion of children with Tiresome 21 in rooms of regular education.
Description
Keywords
Inclusão Trissomia 21 Necessidades Educativas Especiais Ensino Regular Inclusion Tiresome 21 Special Educational Needs Regular Education