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Authors
Advisor(s)
Abstract(s)
É diversa a legislação que prevê a articulação entre o psicólogo no contexto escolar e os docentes
de Educação Especial (Ministério da Educação, 1986; 1991a; 1991b; 2008), sendo várias as tarefas em que
estes profissionais poderão colaborar, designadamente no processo de avaliação dos alunos, para despiste
de NEE, a execução dos documentos adjacentes ao mesmo, o encaminhamento dos alunos para os apoios
disponibilizados nas escolas (Ministério da Educação, 2008). Assim, pretendeu-se explorar e descrever a
articulação entre o Psicólogo Escolar e a equipa de Educação Especial, aprofundando desta forma o papel
do psicólogo no contexto da equipa anteriormente referido. Com o intuito de concretizar este objetivo, foi
realizado um estudo qualitativo, utilizando o método focus groups como forma de recolha de informação,
que ainda se revela escassa. No que se refere aos participantes deste estudo, foram organizados dois focus
group, com cinco participantes em cada um dos grupos (cinco Psicólogas e cinco Professores de Educação
Especial). A análise dos dados concretizou-se através de um processo que se iniciou com a transcrição das
discussões gravadas em vídeo, seguido pela codificação e categorização dos dados presentes na transcrição,
sendo posteriormente desenvolvida uma lista com essas categorias (Creswell, 2003; Bogdan & Biklen,
1994). De seguida, foi realizada uma descrição detalhada, atendendo aos participantes, ao contexto, às
categorias e aos temas abordados (Creswell, 2003). Seguiu-se uma exposição ainda mais detalhada que
anteriormente, para finalmente se interpretar e atribuir significado aos dados resultantes (Creswell, 2003).
Is diverse the legislation that provides the linkage between the Psychologist in the school context and Special Education teachers (Ministério da Educação, 1986; 1991a; 1991b; 2008), and various tasks in which these professionals can collaborate, particularly in the assessment of students, the screening of NEE, the formulation of documents adjacent to it, the referral of students for the support provided in schools (Ministério da Educação, 2008). Thus, we intended to explore and describe the links between the Educational Psychologist and Special Education team, the relationship between the school psychologist and special education team, therefore deepening the Psychologist’s role in the context of the aforementioned team. In order to achieve this purpose, was conducted a qualitative study using focus groups method as a way of gathering information, which still proved scarce. With regard to the study participants, it was organized two focus group with five participants in each group (five Psychologists and five Special Education Teachers). Data analysis happened through a process that began with a transcript of the videotaped discussions, followed by coding and categorization of data present in the transcript, and later was developed a list of these categories (Creswell, 2003; Bogdan & Biklen, 1994). Afterwards, a detailed description was made in view of the participants, the context, the categories and the covered themes (Creswell, 2003). Later, it was made an even more detailed exposure than previously, to finally interpret and assign meaning to the resulting data (Creswell, 2003).
Is diverse the legislation that provides the linkage between the Psychologist in the school context and Special Education teachers (Ministério da Educação, 1986; 1991a; 1991b; 2008), and various tasks in which these professionals can collaborate, particularly in the assessment of students, the screening of NEE, the formulation of documents adjacent to it, the referral of students for the support provided in schools (Ministério da Educação, 2008). Thus, we intended to explore and describe the links between the Educational Psychologist and Special Education team, the relationship between the school psychologist and special education team, therefore deepening the Psychologist’s role in the context of the aforementioned team. In order to achieve this purpose, was conducted a qualitative study using focus groups method as a way of gathering information, which still proved scarce. With regard to the study participants, it was organized two focus group with five participants in each group (five Psychologists and five Special Education Teachers). Data analysis happened through a process that began with a transcript of the videotaped discussions, followed by coding and categorization of data present in the transcript, and later was developed a list of these categories (Creswell, 2003; Bogdan & Biklen, 1994). Afterwards, a detailed description was made in view of the participants, the context, the categories and the covered themes (Creswell, 2003). Later, it was made an even more detailed exposure than previously, to finally interpret and assign meaning to the resulting data (Creswell, 2003).
Description
Keywords
Psicólogo Psicólogo escolar Equipa de educação especial Necessidades educativas especiais Educação especial Psychologist School psychologist Special education team Special educational needs Special education