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Publication
Inclusão de alunos com necessidades educativas especiais no ensino básico
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Abstract(s)
Compreendendo a inclusão como um fenómeno social complexo, que depende principalmente do planeamento e capacidade dos agentes envolvidos no processo, o presente trabalho de pesquisa qualitativa teve como objectivo contribuir para clarificar e enriquecer o conhecimento sobre as percepções e atitudes de alguns professores dos três ciclos do Ensino Básico face à educação inclusiva, a leccionar em salas de aula do ensino regular, de um Agrupamento de Escolas do concelho da Moita, e dar a conhecer a forma como se está a processar a inclusão dos alunos com Necessidades Educativas Especiais (NEE) nas escolas desse Agrupamento. Participaram da pesquisa doze professores que tinham alunos com NEE nas turmas que leccionavam. Utilizámos a entrevista semi-estruturada individual, com questões abertas, para recolha da informação, que foi examinada mediante análise de conteúdo e organizada em categorias e sub-categorias, criadas à posteriori, a partir do conceito de inclusão. Os resultados obtidos mostraram que os professores têm a percepção do que é uma escola inclusiva e que, na generalidade, manifestam atitudes positivas face à inclusão de alunos com NEE nas escolas do ensino regular, embora apresentem muitas reservas quanto à implementação da inclusão. Essas reservas são mais influenciadas pela falta de recursos humanos e materiais, do que por factores relacionados com os próprios professores, nomeadamente, atitudes e práticas inclusivas e a necessidade de formação específica na área das NEE. Os professores consideram que as escolas ainda não estão preparadas para a concretização da filosofia inclusiva.
Understanding inclusion as a complex social phenomenon, which depends mainly on planning and on the capacity of those involved in the process, this qualitative research work aimed to help clarify and enrich the knowledge of the perceptions and attitudes of some teachers, regarding inclusive education, of the three cycles Basic Education teaching in classrooms of regular schools, in a Cluster of Schools of Moita, and to disclose how the process of inclusion of pupils with special educational needs (SEN) is taking place. Study participants were twelve teachers who had students with SEN in their classrooms. We used individual semi-structured interviews with open questions, for collecting the information, which was examined through content analysis and organized into categories and sub-categories, created a posteriori, from the concept of inclusion. The results showed that teachers are aware of what constitutes an inclusive school, although they show some reservations to the inclusion process. Such reservations are more influenced by the lack of human and material resources, than by factors related to the teachers, in particular, attitudes and inclusive practices and the need for specific training in the area of disability. Teachers find that schools are still not prepared for the implementation of inclusive philosophy.
Understanding inclusion as a complex social phenomenon, which depends mainly on planning and on the capacity of those involved in the process, this qualitative research work aimed to help clarify and enrich the knowledge of the perceptions and attitudes of some teachers, regarding inclusive education, of the three cycles Basic Education teaching in classrooms of regular schools, in a Cluster of Schools of Moita, and to disclose how the process of inclusion of pupils with special educational needs (SEN) is taking place. Study participants were twelve teachers who had students with SEN in their classrooms. We used individual semi-structured interviews with open questions, for collecting the information, which was examined through content analysis and organized into categories and sub-categories, created a posteriori, from the concept of inclusion. The results showed that teachers are aware of what constitutes an inclusive school, although they show some reservations to the inclusion process. Such reservations are more influenced by the lack of human and material resources, than by factors related to the teachers, in particular, attitudes and inclusive practices and the need for specific training in the area of disability. Teachers find that schools are still not prepared for the implementation of inclusive philosophy.
Description
Keywords
Necessidades Educativas Especiais Inclusão Escola Inclusiva Atitudes dos Professores Special Educational Needs Inclusion attitudes of teachers Inclusive school