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Fatores que influenciam as atitudes dos pares face à inclusão na Região Autónoma da Madeira
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Abstract(s)
A presente investigação teve como objetivo estudar os fatores que influenciam as atitudes dos pares em relação à inclusão de crianças e jovens com Necessidades Educativas Especiais (NEE) em escolas do ensino regular. Para isso, foram recolhidos dados junto de uma amostra constituída por 1187 participantes, de 2.º e 3.º ciclos, provenientes da Região Autónoma da Madeira com a Escala Chedoke-McMaster Attitudes Towards Children with Handicaps (Rosenbaum, Armstrong, & King, 1986), a Escala de Qualidade de vida – KIDSCREEN-10 (Ravens-Sieberer et al., 2001), a Escala de Suporte Social (Vaux et al., 1986) e um breve questionário sociodemográfico. Os resultados indicaram diferenças significativas entre as variáveis pessoais como o género, idade, escolaridade, reprovações, assim como na proximidade, contacto e no conhecimento face às NEE. A análise dos dados permitiu, também, perceber uma relação positiva e significativa nas atitudes em função da qualidade de vida e suporte social, sendo que, no que concerne a este último, os resultados obtidos indicam que a o apoio social da família e dos professores são as fontes mais fortes associadas às atitudes. Verificamos ainda que a qualidade de vida, o suporte social dos amigos e da família, o conhecimento e a proximidade são variáveis preditoras das atitudes.
The purpose of this investigation was to study the factors that influence peers’ attitudes towards children and adolescents with special educational needs inclusion in a regular school. To do that, data were collected in a sample of 1187 students, from the 5th to the 9th grade, from Madeira with Chedoke-McMaster Attitudes Towards Children with Handicaps Scale (Rosenbaum, Armstrong, & King, 1986), KIDSCREEN-10 - Quality of Life Scale (Ravens-Sieberer et al., 2001), Social Support Scale (Vaux et al., 1986) and a brief sociodemographic questionnaire. The results indicate significant differences between the personal variables such as gender, age, education level, retention grades, as well as between proximity, contact and knowledge related to special educational needs. The data collected also allowed to understand a positive and significant relation between attitudes and life’s quality and social support. In what concerns this last variable, the obtained results revealed that the family’ and the teacher’s social support are the strongest sources concerning attitudes. We also verified that life’s quality, friend and family’s social support, knowledge and proximity are predicting variables of attitudes.
The purpose of this investigation was to study the factors that influence peers’ attitudes towards children and adolescents with special educational needs inclusion in a regular school. To do that, data were collected in a sample of 1187 students, from the 5th to the 9th grade, from Madeira with Chedoke-McMaster Attitudes Towards Children with Handicaps Scale (Rosenbaum, Armstrong, & King, 1986), KIDSCREEN-10 - Quality of Life Scale (Ravens-Sieberer et al., 2001), Social Support Scale (Vaux et al., 1986) and a brief sociodemographic questionnaire. The results indicate significant differences between the personal variables such as gender, age, education level, retention grades, as well as between proximity, contact and knowledge related to special educational needs. The data collected also allowed to understand a positive and significant relation between attitudes and life’s quality and social support. In what concerns this last variable, the obtained results revealed that the family’ and the teacher’s social support are the strongest sources concerning attitudes. We also verified that life’s quality, friend and family’s social support, knowledge and proximity are predicting variables of attitudes.
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Keywords
Atitudes Pares Inclusão Qualidade de vida Suporte social Attitudes Peers Inclusion Quality of life Social support