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A perceção dos professores do 3.º ciclo face à inclusão de alunos com necessidades educativas especiais
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Abstract(s)
O presente trabalho tem por objetivo conhecer as perceções dos professores de ensino regular face à nova legislação, no caminho de uma escola inclusiva, e pretende compreender a perceção dos docentes relativamente à inclusão de alunos com necessidades educativas especiais no 3.º ciclo do ensino básico. O quadro teórico aborda o enquadramento legal da inclusão educativa no contexto das escolas regulares, tendo em atenção os alunos com necessidades educativas especiais, e o papel dos professores do ensino regular e da educação especial.
No enquadramento metodológico, este trabalho de investigação estrutura se segundo uma natureza qualitativa, no paradigma interpretativo, adotando uma amostra intencional, que serve como meio facilitador da investigação, conseguindo, desta forma, uma recolha de elementos e dados que ajudam e enriquecem a construção de um caminho de partilha de todo o processo de ensino e de aprendizagem. Os dados recolhidos, junto dos professores de uma turma do 3.º ciclo do ensino básico, de um agrupamento de escolas do distrito de Faro, consubstanciaram se em duas entrevistas semiestruturadas, uma no início do ano letivo (2018/19) e outra no final do mesmo ano letivo. Os dados resultantes das entrevistas foram tratados com análise de conteúdo, atendendo as dimensões de formação, inclusão e colaboração.
A análise dos resultados obtidos revela que os professores estão sensibilizados para as vantagens da escola inclusiva e consideram-na vantajosa para todos os alunos. Todavia, consideram que, para a escola ser verdadeiramente inclusiva é necessário investir na formação de professores na área das necessidades educativas especiais tanto a nível da formação inicial como a nível da formação contínua. Os professores referem ainda que os alunos com necessidades educativas especiais se encontram integrados, mas não estão incluídos, e para que esta inclusão seja possível, afirmam que deverá existir uma maior colaboração entre docentes, um trabalho colaborativo entre professores do ensino regular e da educação especial, por forma a conseguir um ensino mais individualizado e o sucesso destes alunos, de todos os alunos.
This research work aims to understand the perceptions of regular education school teachers in relation to the new legislation, regarding an inclusive school. It also intends to understand the teachers' perception as to include pupils with special educational needs in the 3rd cycle of basic education. The theoretical framework addresses the legislation of educational inclusion in the context of regular schools, taking into consideration students with special educational needs and the role of regular education and special education teachers. In the methodological framework, this research work is structured according to a qualitative nature, in the interpretative paradigm, adopting an intentional sample, which serves as a means of facilitating research, thus achieving a collection of elements and data that help and enrich the construction of a sharing path for the entire teaching and learning process. The data collected, from teachers of a 3rd cycle basic education class school in the district of Faro, were backed up by two semi structured interviews, one at the beginning of the school year (2018/19) and another at the end of the same school year. The data, resulting from the interviews were treated with content analysis, taking into account the dimensions of training, inclusion and collaboration. The analysis of the results reveals that teachers are aware of the benefits of the advantages of an inclusive school and consider it advantageous for all students. However, they regard that, for the school to be truly inclusive, it is necessary to invest in the training of teachers in the area of special educational needs both in the initial training and along their professional life. The teachers also mention that students with special educational needs are integrated, but are not included, and for this inclusion to be possible, they affirm that there should be a greater collaboration among teacher, there should be a collaborative work between teachers of regular education and special education, in order to achieve more individualized education and success of these students of all students.
This research work aims to understand the perceptions of regular education school teachers in relation to the new legislation, regarding an inclusive school. It also intends to understand the teachers' perception as to include pupils with special educational needs in the 3rd cycle of basic education. The theoretical framework addresses the legislation of educational inclusion in the context of regular schools, taking into consideration students with special educational needs and the role of regular education and special education teachers. In the methodological framework, this research work is structured according to a qualitative nature, in the interpretative paradigm, adopting an intentional sample, which serves as a means of facilitating research, thus achieving a collection of elements and data that help and enrich the construction of a sharing path for the entire teaching and learning process. The data collected, from teachers of a 3rd cycle basic education class school in the district of Faro, were backed up by two semi structured interviews, one at the beginning of the school year (2018/19) and another at the end of the same school year. The data, resulting from the interviews were treated with content analysis, taking into account the dimensions of training, inclusion and collaboration. The analysis of the results reveals that teachers are aware of the benefits of the advantages of an inclusive school and consider it advantageous for all students. However, they regard that, for the school to be truly inclusive, it is necessary to invest in the training of teachers in the area of special educational needs both in the initial training and along their professional life. The teachers also mention that students with special educational needs are integrated, but are not included, and for this inclusion to be possible, they affirm that there should be a greater collaboration among teacher, there should be a collaborative work between teachers of regular education and special education, in order to achieve more individualized education and success of these students of all students.
Description
Keywords
Formação Integração Inclusão e colaboração profissional