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A inclusão de alunos com paralisia cerebral. respostas educativas na escola: um estudo de casos múltiplos
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Este trabalho pretende estudar a opinião das famílias, dos docentes titulares de turma, diretor de turma, um aluno e professores de Educação Especial face ao processo de inclusão de alunos com Paralisia Cerebral (PC) em escolas de Ensino Básico de Portugal, na região do Alentejo. Quando existem alunos com PC na sala de aula, não basta saber apenas o seu défice, a sua relação familiar, o seu percurso educativo, é também de extrema importância saber o que o docente vai fazer, juntamente com a escola, para promover o sucesso destes alunos. A questão de partida foi: “De que forma a inclusão dos alunos com paralisia cerebral se está a desenvolver nas escolas de ensino regular e quais as respostas educativas que são desenvolvidas pela escola? Para responder a esta questão traçámos os seguintes objetivos: verificar como se processa a inclusão dos alunos com Paralisia Cerebral nas escolas regulares; verificar os métodos educativos utilizados e a sua eficácia para o desenvolvimento da criança com PC; compreender as dificuldades sentidas pela família e pelo aluno no processo de inclusão. Para o estudo de casos múltiplos utilizámos o método qualitativo, com o uso de inquérito por entrevista. A população foi constituída por pais, professores e um aluno com PC. Os resultados demonstram que Portugal tem muito que caminhar para alcançar a inclusão, não adianta mudar apenas as leis se a prática não mudar. Faltam recursos humanos, práticas educativas mais inclusivas, uma rede de apoios aos alunos mais efetiva, formação de todos os professores acerca da Inclusão, para que os mesmos estejam preparados para receber e trabalhar de forma efetiva com os alunos Especiais.
This work study the opinions of families, class teachers, class directors, a student and Special Education teachers regarding the process of inclusion of students with Cerebral Palsy (CP) in primary schools in Portugal, in the region of Alentejo. When there are students with PCs in the classroom, it is not enough to know just what their deficit is, their family relationships, their educational path, it is also extremely important to know what the teacher will do, together with the school, to promote success of these students. The starting point was: "In what ways is the inclusion of students with cerebral palsy being developed in regular schools and what educational responses are developed by the school? To answer this question, we set out the following objectives: to verify how the inclusion of students with Cerebral Palsy in regular schools is processed; to verify the educational methods used and their efficacy for the development of the child with CP; to understand the difficulties experienced by the family and the student in the process of inclusion. For the multiple case study, we used the qualitative method, with the use of interview questionnaires. The population was composed of parents, teachers and a student with PC. The results show that Portugal has a long way to go to reach inclusion, it is no use changing only the laws if the practice does not change. There is a shortage of human resources, more inclusive educational practices, a more effective network of student support, and the training of all teachers about Inclusion, so that they are prepared to receive and work effectively with Special Students.
This work study the opinions of families, class teachers, class directors, a student and Special Education teachers regarding the process of inclusion of students with Cerebral Palsy (CP) in primary schools in Portugal, in the region of Alentejo. When there are students with PCs in the classroom, it is not enough to know just what their deficit is, their family relationships, their educational path, it is also extremely important to know what the teacher will do, together with the school, to promote success of these students. The starting point was: "In what ways is the inclusion of students with cerebral palsy being developed in regular schools and what educational responses are developed by the school? To answer this question, we set out the following objectives: to verify how the inclusion of students with Cerebral Palsy in regular schools is processed; to verify the educational methods used and their efficacy for the development of the child with CP; to understand the difficulties experienced by the family and the student in the process of inclusion. For the multiple case study, we used the qualitative method, with the use of interview questionnaires. The population was composed of parents, teachers and a student with PC. The results show that Portugal has a long way to go to reach inclusion, it is no use changing only the laws if the practice does not change. There is a shortage of human resources, more inclusive educational practices, a more effective network of student support, and the training of all teachers about Inclusion, so that they are prepared to receive and work effectively with Special Students.
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Keywords
paralisia cerebral cerebral palsy necessidades educativas especiais special educational needs inclusion inclusão NEE SEN