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Inclusão de alunos com paralisia cerebral: percepções dos professores do 1º Ciclo, sobre a inclusão de alunos com paralisia cerebral na turma do ensino regular.
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Abstract(s)
Este estudo de investigação teve como objectivo compreender que percepções têm os professores do 1º Ciclo do Ensino Básico do Regular com alunos com Paralisia Cerebral (PC), sobre a PC e a inclusão de alunos com PC, sobre as metodologias e estratégias que usam para trabalhar com os alunos com PC, assim como, as atitudes e comportamentos que estes professores do ensino regular têm na sua actividade de docente.
Tendo em conta os objectivos, a abordagem qualitativa pareceu-nos adequada por possibilitar a identificação e exploração dos significados dos participantes e as interacções que estabelecem, possibilitando assim, estimular o desenvolvimento de novas compreensões sobre a problemática da inclusão de alunos com PC. Participaram no estudo 10 professores do 1º ciclo do ensino básico de um mesmo agrupamento de escolas, sendo o critério de inclusão terem, pelo menos, um aluno com PC incluído na sua turma. Para recolha de dados, recorremos à entrevista semi-estruturada e para a sua análise a uma técnica de análise de conteúdo, a partir de um conjunto de categorias previamente definidas.
Os resultados revelam que as percepções dos professores sobre a paralisia cerebral e sobre a inclusão destes alunos no 1º Ciclo do Ensino Regular reforçam a possibilidade de estarmos diante de percepções pouco fundamentadas, estimuladas pela ausência de informação e/ou conhecimento sobre a PC e, também, pela falta de formação e/ou apoio técnico específico ao nível das NEE. E ainda, que esta falta de conhecimento e de formação parece prender-se essencialmente, com a falta de interesse e de motivação por parte dos docentes do ensino regular em adquirir conhecimento sobre a PC e a Educação Especial. É ainda de referir que a falta de formação, de conhecimento, de apoio especializado e de experiências constituem as barreiras que os professores mais apontam ao seu trabalho docente com os alunos com PC incluídos.
This research study was aimed to understand what perceptions do the teachers of the 1st Cycle of Basic Education of the Regular Teaching have with students that have cerebral palsy, about Cerebral Palsy (CP) and the inclusion of these students, on the methodologies and strategies they use to work with students with CP, as well as the attitudes and behaviors that these teachers from the regular teaching have in their work as teachers. Taking into account the objectives, the qualitative approach seemed us appropriate because it allows us to identify and explore the meanings of the participants and establishing the interactions between them, thus enabling to stimulate the development of new understandings about the issue of including students with CP. The study involved 10 teachers of the 1st cycle of basic education in the same group of schools, and the inclusion criteria were that they have at least one student with CP included in their class. For data collection, we used the semi-structured interview and for its analysis a technique of content analysis, based on a set of previously defined categories. The results show that the perceptions of teachers about cerebral palsy and about including these students in the 1st year of regular teaching school reinforce the possibility of being in front of perceptions rather grounded, encouraged by the lack of information and / or knowledge on the CP, and also, the lack of training and / or technical support specific to the level of Special Education Needs. And yet, this lack of knowledge and training seems to hold mainly with the lack of interest and motivation among regular education teachers in acquiring knowledge on the CP and Special Education. It should also be noted that the lack of training, knowledge, specialized support and experiences are the barriers that teachers more point out to their teaching work with students with CP included.
This research study was aimed to understand what perceptions do the teachers of the 1st Cycle of Basic Education of the Regular Teaching have with students that have cerebral palsy, about Cerebral Palsy (CP) and the inclusion of these students, on the methodologies and strategies they use to work with students with CP, as well as the attitudes and behaviors that these teachers from the regular teaching have in their work as teachers. Taking into account the objectives, the qualitative approach seemed us appropriate because it allows us to identify and explore the meanings of the participants and establishing the interactions between them, thus enabling to stimulate the development of new understandings about the issue of including students with CP. The study involved 10 teachers of the 1st cycle of basic education in the same group of schools, and the inclusion criteria were that they have at least one student with CP included in their class. For data collection, we used the semi-structured interview and for its analysis a technique of content analysis, based on a set of previously defined categories. The results show that the perceptions of teachers about cerebral palsy and about including these students in the 1st year of regular teaching school reinforce the possibility of being in front of perceptions rather grounded, encouraged by the lack of information and / or knowledge on the CP, and also, the lack of training and / or technical support specific to the level of Special Education Needs. And yet, this lack of knowledge and training seems to hold mainly with the lack of interest and motivation among regular education teachers in acquiring knowledge on the CP and Special Education. It should also be noted that the lack of training, knowledge, specialized support and experiences are the barriers that teachers more point out to their teaching work with students with CP included.
Description
Keywords
Percepções de Professores Paralisia cerebral Educação Especial Inclusão Necessidades Educativas Especiais Perceptions of Teachers Cerebral Palsy Special Education Special Educational Needs