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A perceção da prática inclusiva dos professores titulares de ensino básico do 1.º Ciclo, face a inclusão de alunos com necessidades educativas especiais.
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Abstract(s)
Esta investigação teve como tema _ A Perceção da Prática Inclusiva dos Professores Titulares de Ensino Básico do 1.º Ciclo, face a Inclusão de Alunos com Necessidades Educativas Especiais _ a lecionar na rede pública, na Escola de Ensino Básico do 1.º Ciclo, do Concelho de Seixal, Distrito de Setúbal, no Ano Letivo 2012/2013. O trabalho foi estruturado em quatro partes, na primeira, o MarcoTeórico, efetuámos a revisão da literatura relativa à temática em estudo que constituiu a fundamentação da Investigação. Na segunda parte, aplicou-se a técnica de recolha de dados, através de Questionário e Entrevista Semi – Estruturada, aos elementos que constituíam a Amostra de Estudo. Na terceira parte, realizámos a apresentação e discussão dos dados recolhidos, onde visámos alcançar o principal objetivo do presente trabalho: Compreender as Perceções da Prática Inclusiva face a Inclusão de Alunos com NEE`s. A quarta parte consistiu nas conclusões finais. Os resultados deste estudo revelaram que as Práticas Inclusivas são assumidas por todos os Professores Titulares envolvidos, aplicando-se as medidas educativas previstas no Decreto – Lei n.º 3/2008, de 7 de janeiro. Apurámos que os Professores Titulares sentem necessidade de mais recursos humanos na Escola, com o objetivo de proporcionar um melhor apoio educativo a alunos com NEE`s, em sala de aula. Constatámos que existem alunos com NEE`s privados da convivência em sala de aula com a restante turma, devido à existência de barreiras físicas na Escola, que futuramente propômos solucionar. Na maioria, estes Professores Titulares desejam que se promovam, com maior regularidade, ações de formação na Escola, no domínio da Educação Especial.
This investigation revolved around _ The Perception of the Inclusive Practices concerning Primary School Holder Teachers, towards the Inclusion of Special Educational Needs Students _ at a Primary Public School, in the county of Seixal, Setúbal’s District, in the academic year of 2012/2013. This work was organized in four parts, in the first one, the Theoretical Framework, we have made the revision of literature related to the theme, which constituted the Investigation´s rationale. In the second part it was applied a data collecting technique, through a Questionnaire and Semi-Structured Interview to all the elements who constituted the Study Sample. In the third part we did the presentation and discussion of the collected data, where we intended to reach the main objective of the present thesis: Understanding the perceptions of Inclusive Practices towards the Inclusion of students with Special Educational Needs. The fourth part consisted in the final conclusions. The results of this study revealed that Inclusive Practices are assumed by all Holder Teachers, applying educational measures provided by the Decree – Law n.º 3/2008, of January 7th. We found that the Holder Teachers feel the need for more human resources at School, aiming to provide a better educational support for students with Special Educational Needs in classrooms. We found that there are students with Special Educational Needs deprived of coexistence in the classroom with the rest of the class, due to the existence of physical barriers at School, that in the future we propose to be resolved. Most of the Holder Teachers wish to promote, with increasing.
This investigation revolved around _ The Perception of the Inclusive Practices concerning Primary School Holder Teachers, towards the Inclusion of Special Educational Needs Students _ at a Primary Public School, in the county of Seixal, Setúbal’s District, in the academic year of 2012/2013. This work was organized in four parts, in the first one, the Theoretical Framework, we have made the revision of literature related to the theme, which constituted the Investigation´s rationale. In the second part it was applied a data collecting technique, through a Questionnaire and Semi-Structured Interview to all the elements who constituted the Study Sample. In the third part we did the presentation and discussion of the collected data, where we intended to reach the main objective of the present thesis: Understanding the perceptions of Inclusive Practices towards the Inclusion of students with Special Educational Needs. The fourth part consisted in the final conclusions. The results of this study revealed that Inclusive Practices are assumed by all Holder Teachers, applying educational measures provided by the Decree – Law n.º 3/2008, of January 7th. We found that the Holder Teachers feel the need for more human resources at School, aiming to provide a better educational support for students with Special Educational Needs in classrooms. We found that there are students with Special Educational Needs deprived of coexistence in the classroom with the rest of the class, due to the existence of physical barriers at School, that in the future we propose to be resolved. Most of the Holder Teachers wish to promote, with increasing.
Description
Keywords
Inclusão Práticas Inclusivas Escola Inclusiva Professores Titulares do Ensino Básico do 1.º Ciclo Alunos com Necessidades Educativas Especiais Inclusion Inclusive Practices Inclusive School 1.st Cycle Basic Education Teachers Students with Special Educational Needs