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Publication
Inclusão escolar de crianças com trissomia 21: atitudes de alunos
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Advisor(s)
Abstract(s)
The aim of the comparative study that we have developed consisted in
researching if there was any influence between the school contact and the educational
level and the students? attitudes towards the inclusion of children with Down Syndrome
into regular education. The participants in our research were forty individuals divided
into four groups composed of ten elements each, coming from two elementary
education schools (3rd and 6th years), from Alc?cer do Sal. The four groups presented
different levels of school contact with students with Down Syndrome and belong to
different educational levels. It means a group belonging to a class with close contact of
the 3rd year, a group of a class with no contact of the 3rd year, a group coming from a
class with close contact of the 6th year and a group belonging to a class with no contact
of the 6th year.
According to the hypothesis defined in this study, the students coming from the
classes with close contact and the students belonging to a higher educational level (6th
6
year), would present more favourable attitudes to the inclusion of children with Down
Syndrome, when compared to the attitudes of students belonging to a class with no
contact and of a lower educational level (3rd year).
The instrument used to collect information was the semi-directive interview and
later a categorical, descriptive and statistical analysis was done.
The results obtained after analysing the data revealed that, in general, the
attitudes of the students who participated in this study were favourable to the school
inclusion of students with Down Syndrome. However, some differences between the
groups were observed. These differences are related to the interpersonal relationships,
the way how they describe the schoolfellow with Down Syndrome, the perception they
have of his difficulties, the future of these people, the advantages, and the positive and
negative aspects of these children?s inclusion in regular education. The students
belonging to the classes with close contact seem to have more positive attitudes
compared to the attitudes of students belonging to the classes with no contact.
Description
Dissertação mest., Psicologia da Educação, Universidade do Algarve, 2009
Keywords
Teses Educação especial Sindroma de Down Alunos com necessidades educativas especiais Crianças Necessidades educativas