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Publication
A inclusão de alunos com NEE´s: Os professores e o uso das Tecnologias de Informação e Comunicação e das Tecnologias de Apoio no processo de Inclusão
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Advisor(s)
Abstract(s)
O presente estudo, de natureza quantitativa, tem como principal objectivo conhecer as atitudes dos professores do 1º Ciclo do Ensino Básico, face ao uso das Tecnologias de Informação e Comunicação (TIC) e Tecnologias de Apoio (TA) na inclusão de alunos com Necessidades Educativas Especiais (NEE’s) em salas do Ensino Regular. Para tal recorremos a métodos documentais (revisão bibliográfica) e de inquirição (questionário composto por perguntas de natureza fechada e aberta). A análise dos resultados permitiu clarificar que os professores apresentam atitudes positivas face à importância das TIC enquanto ferramentas com potenciais significativos tanto para os professores, como para os alunos com NEE’s, de forma a poderem ultrapassar barreiras e promover a aquisição de capacidades e competências. Por outro lado, nem sempre as escolas têm um parque informático eficaz, tanto para os professores como para os alunos, condicionando assim o uso das TIC nas suas práticas.
Os professores admitem que as TIC podem promover a integração social e escolar diminuindo os obstáculos encontrados pelos alunos com NEE’s. A falta de formação específica em TIC, o sexo dos professores e as competências para o uso das TIC, revelaram-se como factores a ter em conta na utilização efectiva das TIC no processo de inclusão dos alunos com NEE’s.
The present quantitative study has as main aim to understand the attitudes of teachers from primary schools towards the use of Information and Communication Technology (ICT) in the inclusion of pupils with Special Educational Needs (SEN) and Assistive Technology (TA) in the regular classroom. Therefore a literary review was made as well as an enquiry (a questionnaire consisting of opened and closed questions). The analyses of the results clarified that the teachers show positive attitudes towards the importance of ICT as tools with significant potential for both teachers and pupils with SEN, so that they can overcome barriers and promote the acquisition of skills and competencies. On the other hand, not all the schools have enough and effective ICT resources both for teachers and pupils, conditioning the use of technology in their practices. Teachers admit that ICT can promote social integration and education as well as reducing obstacles encountered by students with SEN. The lack of specific training in ICT, the gender and skills of the teachers towards the use of ICT, proved to be factors to be taken in account in the effective use of ICT in the process of inclusion of pupils with SEN.
The present quantitative study has as main aim to understand the attitudes of teachers from primary schools towards the use of Information and Communication Technology (ICT) in the inclusion of pupils with Special Educational Needs (SEN) and Assistive Technology (TA) in the regular classroom. Therefore a literary review was made as well as an enquiry (a questionnaire consisting of opened and closed questions). The analyses of the results clarified that the teachers show positive attitudes towards the importance of ICT as tools with significant potential for both teachers and pupils with SEN, so that they can overcome barriers and promote the acquisition of skills and competencies. On the other hand, not all the schools have enough and effective ICT resources both for teachers and pupils, conditioning the use of technology in their practices. Teachers admit that ICT can promote social integration and education as well as reducing obstacles encountered by students with SEN. The lack of specific training in ICT, the gender and skills of the teachers towards the use of ICT, proved to be factors to be taken in account in the effective use of ICT in the process of inclusion of pupils with SEN.
Description
Keywords
Inclusão Necessidades Educativas Especiais Tecnologias de Informação e Comunicação Tecnologias de Apoio Competências em TIC Formação de Professores em TIC