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Publication
Práticas de inclusão em salas de jardim-de-infância: um estudo qualitativo com educadores de infância
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Advisor(s)
Abstract(s)
O presente estudo de natureza interpretativa, pretende identificar e analisar as práticas de inclusão de crianças com Necessidades Educativas Especiais em salas de Jardim-de-infância, tendo em conta, por um lado, as concepções sobre NEE e Escola Inclusiva e, por outro as práticas dos Educadores de Infância.
Esta investigação procura dar um contributo para uma reflexão mais aprofundada sobre o processo da inclusão de crianças com Necessidades Educativas Especiais em salas de jardim-de-infância.
Procedemos a uma revisão bibliográfica, envolvendo as temáticas da Educação Pré – Escolar, da Escola Inclusiva, das Necessidades Educativas Especiais e da Diferenciação Curricular, destacando, igualmente, as Atitudes/Percepções dos Docentes face à inclusão de crianças com NEE nas classes de ensino regular.
Em termos de metodologia, utilizámos a técnica da entrevista e um pequeno inquérito (para a caracterização pessoal e profissional) dos participantes. Estes instrumentos foram aplicados a 10 educadoras a exercer funções em jardins-de-infância do sistema público.
As entrevistas tiveram como base um guião composto por seis blocos temáticos: concepções sobre inclusão, concepções sobre NEE, práticas educativas, equipa multidisciplinar, apoios/terapias especializados e formação profissional. Posteriormente, as entrevistas foram analisadas recorrendo à técnica de análise de conteúdo. Foi construída, analisada e discutida uma grelha de categorias e subcategorias, a qual permite concluir que os educadores de infância apresentam conhecimentos teóricos acerca das concepções sobre Escola Inclusiva e NEE. Na prática parecem revelar atitudes positivas, pois parece haver uma preocupação e empenho em trabalhar, nas suas salas, no sentido de incluir as crianças que apresentam NEE nas actividades desenvolvidas.
Os resultados encontrados parecem mostrar, igualmente, que o descontentamento em relação ao processo da inclusão de crianças com NEE em salas de jardim-de-infância é devido, essencialmente, à falta de recursos humanos, físicos e materiais.
Os resultados obtidos na nossa investigação também evidenciam a falta de articulação entre os diferentes intervenientes educativos e a necessidade de mais formação na área das NEE.
This interpretative study aims to identify and analyze the practices of inclusion of children with Special Educational Needs in Pre-School class rooms, taking into consideration, on one hand, conceptions about SEN and Inclusive School and also the practices of kindergarten teachers. This research seeks to contribute to a deeper reflection on the process of inclusion of children with Special Educational Needs in Pre-school class rooms. We carried out a review involving the themes of the Pre - School Education, Inclusive School, Special Educational Needs and Curricular Differentiation, highlighting also the Attitudes / Perceptions of Teachers against the inclusion of children with SEN in regular education classes. In terms of methodology, we used the technique of interview and a short survey (to characterize personal and professional) of the participants. These instruments were administered to 10 educators to hold office in Pre-Schools in the public system. The interviews were based on a script consisting of six thematic sections: concepts of inclusion, concepts of SEN, educational practices, multidisciplinary team, support / therapy and specialized training. Subsequently, the interviews were analyzed using the technique of content analysis. Was built, analyzed and discussed a grid of categories and subcategories, which shows that early childhood educators have theoretical knowledge about the concepts of Inclusive School and SEN. In practice appear to show positive attitudes, there appears to be a concern and commitment to work in their rooms, to include children who have SEN in activities. The results seem to show also that the dissatisfaction with the process of inclusion of children with SEN in classrooms of pre-school, childhood is mainly due to lack of human resources, physical and material. The results obtained in our investigation also highlight the lack of coordination between different acting roles in the educational process and the need for more educational training in the area of SEN
This interpretative study aims to identify and analyze the practices of inclusion of children with Special Educational Needs in Pre-School class rooms, taking into consideration, on one hand, conceptions about SEN and Inclusive School and also the practices of kindergarten teachers. This research seeks to contribute to a deeper reflection on the process of inclusion of children with Special Educational Needs in Pre-school class rooms. We carried out a review involving the themes of the Pre - School Education, Inclusive School, Special Educational Needs and Curricular Differentiation, highlighting also the Attitudes / Perceptions of Teachers against the inclusion of children with SEN in regular education classes. In terms of methodology, we used the technique of interview and a short survey (to characterize personal and professional) of the participants. These instruments were administered to 10 educators to hold office in Pre-Schools in the public system. The interviews were based on a script consisting of six thematic sections: concepts of inclusion, concepts of SEN, educational practices, multidisciplinary team, support / therapy and specialized training. Subsequently, the interviews were analyzed using the technique of content analysis. Was built, analyzed and discussed a grid of categories and subcategories, which shows that early childhood educators have theoretical knowledge about the concepts of Inclusive School and SEN. In practice appear to show positive attitudes, there appears to be a concern and commitment to work in their rooms, to include children who have SEN in activities. The results seem to show also that the dissatisfaction with the process of inclusion of children with SEN in classrooms of pre-school, childhood is mainly due to lack of human resources, physical and material. The results obtained in our investigation also highlight the lack of coordination between different acting roles in the educational process and the need for more educational training in the area of SEN