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Publication
Conceções dos professores do 1º Ciclo do Ensino Básico face à inclusão de alunos com NEE nas salas aula do ensino regular
| Name: | Description: | Size: | Format: | |
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| 1.2 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A perspetiva da inclusão parte do princípio de que existe diversidade no interior de um
grupo. O professor não pode esquecer que cada aluno tem as suas próprias caraterísticas e
diferentes tipos de aprendizagem.
O presente trabalho de pesquisa qualitativa tem como objetivo analisar, perceber,
descrever e refletir sobre as conceções dos professores do 1.º Ciclo do Ensino Básico face à
inclusão de alunos com NEE nas salas de Ensino Regular (ER) e conhecer as estratégias
utilizadas pelos professores para lidar com a heterogeneidade.
Para obter os resultados foi aplicada uma entrevista semiestruturada individual a nove
professores de um Agrupamento de Escolas (AE) de um concelho do Norte Alentejo. Numa
primeira fase foram analisadas através de tabelas e gráficos e, posteriormente, através de
análise de conteúdo dos blocos trabalhados, sendo estes organizados em categorias e
subcategorias.
Os resultados demonstraram que a maioria dos professores têm conceções positivas
perante a inclusão. Contudo, referem a dificuldade em atender a diversidade dentro do grupo
heterogéneo e a falta de apoio de um especialista na área de EE (Educação Especial),
permanentemente, aos alunos com NEE. Os professores referem também que o ME
(Ministério da Educação) deve promover práticas inclusivas entre todos os agentes educativos
colocando os especialistas necessários nas escolas para ajudar os alunos com NEE dentro
das salas de ER e conseguir, desta forma, atingir o grande objetivo da escola inclusiva.
The inclusion perspective is based on the principle that there is diversity within a group. The teacher can not forget that each student has their own characteristics and different types of learning. The purpose of this qualitative research work is to analyze, perceive, describe and reflect on the conceptions of teachers of the 1st Cycle of Basic Education in relation to the inclusion of students with SEN in the Regular Education (RE) rooms and to know the strategies used by teachers to deal with heterogeneity. To obtain the results an individual semi-structured interview was applied to nine teachers from a School Group (AE) of a municipality in the North Alentejo. In a first phase were analyzed through tables and graphs and, later, through content analysis of the blocks worked, being these organized in categories and subcategories. The results showed that, in general, teachers have positive conceptions towards inclusion. However, they refer to the difficulty in attending to diversity within the heterogeneous group and the lack of support of a specialist in the area of EE (Special Education), permanently, to students with SEN. Teachers also point out that the Ministry of Education should promote inclusive practices among all educational agents by putting experts in schools to help pupils with SEN within ER rooms and thus achieve the overarching goal of the inclusive school.
The inclusion perspective is based on the principle that there is diversity within a group. The teacher can not forget that each student has their own characteristics and different types of learning. The purpose of this qualitative research work is to analyze, perceive, describe and reflect on the conceptions of teachers of the 1st Cycle of Basic Education in relation to the inclusion of students with SEN in the Regular Education (RE) rooms and to know the strategies used by teachers to deal with heterogeneity. To obtain the results an individual semi-structured interview was applied to nine teachers from a School Group (AE) of a municipality in the North Alentejo. In a first phase were analyzed through tables and graphs and, later, through content analysis of the blocks worked, being these organized in categories and subcategories. The results showed that, in general, teachers have positive conceptions towards inclusion. However, they refer to the difficulty in attending to diversity within the heterogeneous group and the lack of support of a specialist in the area of EE (Special Education), permanently, to students with SEN. Teachers also point out that the Ministry of Education should promote inclusive practices among all educational agents by putting experts in schools to help pupils with SEN within ER rooms and thus achieve the overarching goal of the inclusive school.
Description
Keywords
conceções dos professores necessidades educativas especiais diversidade inclusão e escola inclusiva conceptions of teachers special educational needs diversity inclusion and inclusive school NEE