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Deficiência intelectual - expectativas, desafios e oportunidades: um foco na inclusão na rede regular de ensino
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| 2.88 MB | Adobe PDF |
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Abstract(s)
A presente pesquisa insere-se no campo da Educação Especial, com especial enfoque no Domínio Cognitivo e Motor, e aborda a inclusão de crianças com deficiência intelectual na rede regular de ensino. A escolha do tema justifica-se pela crescente importância da inclusão escolar no panorama educativo atual, em conformidade com as políticas públicas, como o Decreto-Lei n.º 54/2018, que preconiza a educação para todos. No entanto, verifica-se que o processo de inclusão de alunos com deficiência intelectual ainda enfrenta desafios significativos, tanto ao nível das práticas pedagógicas, no âmbito das opções metodológicas dos mais variados intervenientes no processo, quanto ao nível da formação de professores e da articulação entre os diversos agentes educativos. Para a realização deste estudo optámos por uma investigação mista baseada em entrevistas semiestruturadas, aplicadas a professores de educação especial e a uma psicóloga, atuantes no especial e regular, respetivamente (investigação qualitativa) e na aplicação de um questionário online a docentes (investigação quantitativa). A análise dos dados obtidos revela que os profissionais consideram fundamental a inclusão de crianças com deficiência intelectual em turmas regulares, desde que acompanhada de um forte apoio especializado. A colaboração entre professores de educação regular, educação especial, psicólogos, outros agentes educativos e famílias foi amplamente destacada como um dos pilares do sucesso deste processo. Os participantes sublinharam também a necessidade de metodologias flexíveis, ajustadas ao ritmo e às capacidades de cada criança, e reforçaram a importância de uma maior sensibilização da sociedade para a inclusão e a aceitação da diferença. A pesquisa demonstra que, embora as políticas inclusivas estejam a ser implementadas nas escolas, persistem obstáculos que comprometem a plena inclusão de alunos com deficiência intelectual. Assim, conclui-se que é necessário um maior investimento em formação, recursos e sensibilização para garantir uma educação verdadeiramente inclusiva e equitativa.
This research falls within the field of Special Education, with a special focus on the Cognitive and Motor Domain, and addresses the inclusion of children with intellectual disabilities in the regular education network. The choice of theme is justified by the growing importance of school inclusion in the current educational panorama, in accordance with public policies, such as Decree-Law No. 54/2018, which advocates education for all. However, it appears that the process of including students with intellectual disabilities still faces significant challenges, both in terms of pedagogical practices, within the scope of the methodological options of the most varied participants in the process, and in terms of teacher training and coordination between the different educational agents. To carry out this study, a qualitative methodology was used, based on semi-structured interviews and an online questionnaire applied to a group of special education teachers and a psychologist, working in special and regular education, respectively. Analysis of the data obtained reveals that professionals consider the inclusion of children with intellectual disabilities in regular classes to be fundamental, as long as it is accompanied by strong specialized support. Collaboration between regular education teachers, special education teachers, psychologists, other educational agents and families was widely highlighted as one of the pillars of the success of this process. Participants also highlighted the need for flexible methodologies, adjusted to the rhythm and capabilities of each child, and reinforced the importance of greater awareness in society regarding inclusion and acceptance of difference. The research shows that, although inclusive policies are being implemented in schools, obstacles persist that compromise the full inclusion of students with intellectual disabilities. Therefore, it is concluded that greater investment in training, resources and awareness is necessary to guarantee a truly inclusive and equitable education.
This research falls within the field of Special Education, with a special focus on the Cognitive and Motor Domain, and addresses the inclusion of children with intellectual disabilities in the regular education network. The choice of theme is justified by the growing importance of school inclusion in the current educational panorama, in accordance with public policies, such as Decree-Law No. 54/2018, which advocates education for all. However, it appears that the process of including students with intellectual disabilities still faces significant challenges, both in terms of pedagogical practices, within the scope of the methodological options of the most varied participants in the process, and in terms of teacher training and coordination between the different educational agents. To carry out this study, a qualitative methodology was used, based on semi-structured interviews and an online questionnaire applied to a group of special education teachers and a psychologist, working in special and regular education, respectively. Analysis of the data obtained reveals that professionals consider the inclusion of children with intellectual disabilities in regular classes to be fundamental, as long as it is accompanied by strong specialized support. Collaboration between regular education teachers, special education teachers, psychologists, other educational agents and families was widely highlighted as one of the pillars of the success of this process. Participants also highlighted the need for flexible methodologies, adjusted to the rhythm and capabilities of each child, and reinforced the importance of greater awareness in society regarding inclusion and acceptance of difference. The research shows that, although inclusive policies are being implemented in schools, obstacles persist that compromise the full inclusion of students with intellectual disabilities. Therefore, it is concluded that greater investment in training, resources and awareness is necessary to guarantee a truly inclusive and equitable education.
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Keywords
Deficiência Intelectual Inclusão Escolar Educação Especial Ensino Regular Intellectual Disability School Inclusion Special Education Regular Education