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Interacções sociais de alunos com necessidades educativas especiais: estudo de caso em turmas do 2º ciclo do ensino básico num agrupamento de escolas do Algarve
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Abstract(s)
As actuais políticas educativas têm como principal objectivo a adequação do sistema educativo a todas as crianças, quaisquer que sejam as suas características individuais, de forma a promover a sua inclusão. Porém, para que se verifique uma maior inclusão, não basta adaptar espaços arquitectónicos e reformular a abordagem pedagógica, é também necessário desenvolver estratégias que promovam a interacção social.
A investigação reportada neste trabalho, integrado no projecto ‘’Participação social de alunos com Necessidades Educativas Especiais em escolas regulares’’ (SENSEs), de âmbito Nacional, pretende relevar positivamente para a compreensão de alguns dos factores que se encontram por detrás da não consecução da plena inclusão social de alunos com Necessidades Educativas Especiais (NEE), em particular, nos domínios que respeitam à interacção social e representações sociais reveladas por alunos com e sem NEE, em relação aos seus pares, procurando identificar e analisar os factores que condicionam a sua inclusão.
Este trabalho assumiu a forma de estudo de caso, no qual foram envolvidas três turmas de segundo ciclo do ensino básico de um agrupamento de escolas do Algarve. O processo de recolha de dados recorreu à aplicação de questionários a alunos, professores do ensino especial e directores das turmas envolvidas, tendo sido complementado com a consulta documental para caracterização dos participantes e do contexto educativo. A recolha e tratamento dos dados obtidos engloba procedimentos de carácter qualitativo e quantitativo, que caracterizam uma metodologia mista.
Os resultados obtidos vão ao encontro de estudos anteriormente realizados, comprovando que os alunos com NEE têm uma menor participação social relativamente aos seus pares, evidenciando-se a tipologia de NEE e a forma como esta se reflecte nas características individuais, como a maior condicionante da interacção social. Neste estudo participaram alunos com Síndrome de Asperger (SA) e Dislexia, além de um outro aluno com Transtorno do Déficit de Atenção e Hiperactividade (TDAH), tendo-se verificado que a participação social destes alunos é, essencialmente, condicionada por características inerentes à sua tipologia de NEE, em particular nos domínios relacionados com os problemas de comportamento e competências cognitivas.
Current educational policies have as their main objective the adaptation of the educational system to all children, regardless of their individual characteristics, to promote their inclusion. However, to achieve greater inclusion, it is not enough to adapt architectural spaces and reformulate the pedagogical approach, it is also necessary to develop strategies that promote social interaction. The research reported in this paper, which is part of the project "Social Participation of Students with Special Educational Needs in Regular Schools" (SENSEs), of National scope, intends to positively contribute to the understanding of some of the factors behind the lack of attainment social inclusion of pupils with Special Educational Needs (SEN), in particular in areas related to the social interaction and social representations revealed by students with and without SEN, in relation to their peers, seeking to identify and analyze the factors that condition the their inclusion. This work took the form of a case study, in which three classes of second cycle of basic education of a group of schools of the Algarve were involved. The data collection process involved the application of questionnaires to students, special education teachers and managers of the involved groups, and was complemented with the documentary consultation to characterize the participants and the educational context. The collection and treatment of the data obtained includes procedures of a qualitative and quantitative nature, which characterize a mixed methodology. The results obtained are in line with previously conducted studies, proving that students with SEN have a lower social participation relative to their peers, evidencing the type of SEN and the way in which it is reflected in the individual characteristics, as the major conditioner of the social interaction. In this study, were involved students with Asperger's Syndrome (AS) and Dyslexia, as well as another student with Attention Deficit Hyperactivity Disorder (ADHD), and it was verified that the social participation of these students is essentially conditioned by characteristics inherent in their type of SEN, particularly in the domains related to behavioral problems and cognitive abilities.
Current educational policies have as their main objective the adaptation of the educational system to all children, regardless of their individual characteristics, to promote their inclusion. However, to achieve greater inclusion, it is not enough to adapt architectural spaces and reformulate the pedagogical approach, it is also necessary to develop strategies that promote social interaction. The research reported in this paper, which is part of the project "Social Participation of Students with Special Educational Needs in Regular Schools" (SENSEs), of National scope, intends to positively contribute to the understanding of some of the factors behind the lack of attainment social inclusion of pupils with Special Educational Needs (SEN), in particular in areas related to the social interaction and social representations revealed by students with and without SEN, in relation to their peers, seeking to identify and analyze the factors that condition the their inclusion. This work took the form of a case study, in which three classes of second cycle of basic education of a group of schools of the Algarve were involved. The data collection process involved the application of questionnaires to students, special education teachers and managers of the involved groups, and was complemented with the documentary consultation to characterize the participants and the educational context. The collection and treatment of the data obtained includes procedures of a qualitative and quantitative nature, which characterize a mixed methodology. The results obtained are in line with previously conducted studies, proving that students with SEN have a lower social participation relative to their peers, evidencing the type of SEN and the way in which it is reflected in the individual characteristics, as the major conditioner of the social interaction. In this study, were involved students with Asperger's Syndrome (AS) and Dyslexia, as well as another student with Attention Deficit Hyperactivity Disorder (ADHD), and it was verified that the social participation of these students is essentially conditioned by characteristics inherent in their type of SEN, particularly in the domains related to behavioral problems and cognitive abilities.
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Keywords
Educação especial Inclusão Interacções sociais Necessidades educativas especiais