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Abstract(s)
O presente estudo, intitulado “A importância da família na inclusão escolar de
crianças e jovens com Necessidades Educativas Especiais” tem como principal objetivo
contribuir para uma melhor compreensão da importância da participação e colaboração
da família das crianças e jovens com Necessidades Educativas Especiais (NEE) na
formação de uma escola verdadeiramente inclusiva, ao longo de toda a escolaridade
obrigatória.
Para satisfazer este objetivo, este trabalho de investigação baseou-se na
comparação das diferentes perspetivas dos professores e encarregados de educação dos
alunos com Necessidades Educativas Especiais quanto à inclusão escolar, quanto às
dificuldades com que se deparam e quanto à participação e colaboração destas famílias
no processo de ensino-aprendizagem dos seus educandos.
A metodologia adotada consistiu na utilização de dois questionários, um para os
professores, em suporte digital, e outro para os encarregados de educação de alunos com
Necessidades Educativas Especiais, em suporte papel. A amostra foi constituída por 54
encarregados de educação de alunos com Necessidades Educativas Especiais do
Agrupamento de Escolas de Ribeirão (n= 54) e por 100 professores (n= 100) de várias
escolas a nível nacional, sendo muitos deles pertencentes também ao Agrupamento de
Escolas de Ribeirão. Após a análise e interpretação dos resultados, concluímos que,
apesar da grande maioria concordar com a inclusão escolar de crianças e jovens com
Necessidades Educativas Especiais em turmas regulares, existe um descontentamento,
principalmente da parte dos professores, e algumas dificuldades, de ambas as partes,
referentes a algumas condições escolares pouco satisfatórias. A pouca formação em
Educação Especial da classe docente, a excessiva solicitação dos alunos associada à
falta de tempo em sala de aula para satisfazer as necessidades de aprendizagem de
todos, assim como, a necessidade de um maior envolvimento familiar são das principais
dificuldades apresentadas pelos professores. A qualidade do apoio especializado
fornecida pelos professores de Educação Especial, a adequação dos conteúdos
programáticos e a melhoria dos recursos materiais e instalações da escola foram as
maiores preocupações apresentadas pelos encarregados de educação que, no seu
entender, estão cada vez mais envolvidos na inclusão escolar e no sucesso educativo dos
seus educandos com Necessidades Educativas Especiais.
The main goal of this study, entitled "the importance of the family in the school inclusion of children and young Students with Special Needs" is to contribute to a better understanding of the importance of the participation and collaboration of families with Students with Special Needs (NEE - SNS) in the creation of a truly inclusive school, throughout the compulsory schooling years. To meet this goal, this research was based on the comparison of the different perspectives between guardians of Students with Special Needs and teachers regarding school inclusion, the challenges they face and on the participation and collaboration of these families in the teaching-learning process of their students. The methodology adopted was the use of two questionnaires/surveys, one for teachers, in digital form, and another one for parents/guardians of Students with Special Needs, on paper. The sample consisted of the answers of 54 guardians of Students with Special Needs attending the Ribeirão Schools grouping (n= 54) and 100 teachers (n=100) from various schools at national level, many of them teaching at the Ribeirão Schools grouping. After the analysis and interpretation of results, we conclude that, although the vast majority agrees with the inclusion of Students with Special Needs in regular classes, there is a dissatisfaction, especially demonstrated by teachers, and some difficulties, of both parties, in the school inclusion process, regarding school unsatisfactory conditions at various levels. The little training in Special Education, the excessive request of students associated with the lack of time in class to meet the learning needs of all, as well as the need for greater family involvement are among the main difficulties/problems presented by teachers. The quality of specialized support provided by Special Education teachers, the suitability of the contents and the improvement of material resources and school facilities were the biggest concerns presented by guardians who, as they understand it, are increasingly present, participatory and cooperative on school inclusion and in the educational success of Students with Special Needs whom they are responsible for.
The main goal of this study, entitled "the importance of the family in the school inclusion of children and young Students with Special Needs" is to contribute to a better understanding of the importance of the participation and collaboration of families with Students with Special Needs (NEE - SNS) in the creation of a truly inclusive school, throughout the compulsory schooling years. To meet this goal, this research was based on the comparison of the different perspectives between guardians of Students with Special Needs and teachers regarding school inclusion, the challenges they face and on the participation and collaboration of these families in the teaching-learning process of their students. The methodology adopted was the use of two questionnaires/surveys, one for teachers, in digital form, and another one for parents/guardians of Students with Special Needs, on paper. The sample consisted of the answers of 54 guardians of Students with Special Needs attending the Ribeirão Schools grouping (n= 54) and 100 teachers (n=100) from various schools at national level, many of them teaching at the Ribeirão Schools grouping. After the analysis and interpretation of results, we conclude that, although the vast majority agrees with the inclusion of Students with Special Needs in regular classes, there is a dissatisfaction, especially demonstrated by teachers, and some difficulties, of both parties, in the school inclusion process, regarding school unsatisfactory conditions at various levels. The little training in Special Education, the excessive request of students associated with the lack of time in class to meet the learning needs of all, as well as the need for greater family involvement are among the main difficulties/problems presented by teachers. The quality of specialized support provided by Special Education teachers, the suitability of the contents and the improvement of material resources and school facilities were the biggest concerns presented by guardians who, as they understand it, are increasingly present, participatory and cooperative on school inclusion and in the educational success of Students with Special Needs whom they are responsible for.
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Keywords
Necessidades Educativas Especiais Inclusão Família e escola Students with Special Needs Inclusion Family and school