Advisor(s)
Abstract(s)
O presente estudo versa a problemática da inclusão das crianças com paralisia cerebral em três escolas de 1º ciclo do ensino regular do distrito de Viseu.
Procurou-se verificar se as práticas educativas dos professores de 1º ciclo, com alunos com paralisia cerebral inseridos nas suas turmas, promovem a inclusão destes alunos, isto é, se são realmente inclusivas.
Os objectivos deste estudo concretizaram-se através da realização de entrevistas e da observação directa a três professoras titulares de turma com alunos com paralisia cerebral nas suas turmas e a cada professora de educação especial que as acompanham.
Como resultado do estudo empírico realizado, verificou-se que nas três escolas as orientações inclusivas da Declaração de Salamanca de 1994 e do Decreto-lei 3/2008 estão a ser implementadas, as condições proporcionadas aos alunos com paralisia cerebral são inspiradas na filosofia da inclusão e os alunos com paralisia cerebral integram os três níveis de inclusão – total, moderada e limitada, propostos por Correia (2008). Verificou-se ainda, que as percepções e as práticas educativas das professoras de 1º ciclo da escola A e B, facilitam a inclusão dos seus alunos com paralisia cerebral nas suas turmas, enquanto na escola C isso já não acontece.
The present research concerns the problematic of the inclusion of cerebral palsy children in three public primary schools from the Region of Viseu. It aims to apprehend if the primary teachers’ educational practices promote the inclusion of cerebral palsy children, that is, if their educational practices are really inclusive. The research aims were attained by conducting interviews and direct observation of three primary teachers with cerebral palsy children in their classes and each special education teachers that accompany them. The research’s empirical results show that in the three schools the inclusive guidelines of the Salamanca Statement of 1994 and the Decree-Law 3/2008 are being implemented, the conditions provided for cerebral palsy students are inspired by the inclusion philosophy and cerebral palsy students are integrated in the three level of inclusion suggested by Correia (2008). It was also shown that the teachers’ perceptions and the educational practices of public primary schools A and B facilitate the cerebral palsy students’ inclusion in their classes, while that doesn’t happen in the public primary school C.
The present research concerns the problematic of the inclusion of cerebral palsy children in three public primary schools from the Region of Viseu. It aims to apprehend if the primary teachers’ educational practices promote the inclusion of cerebral palsy children, that is, if their educational practices are really inclusive. The research aims were attained by conducting interviews and direct observation of three primary teachers with cerebral palsy children in their classes and each special education teachers that accompany them. The research’s empirical results show that in the three schools the inclusive guidelines of the Salamanca Statement of 1994 and the Decree-Law 3/2008 are being implemented, the conditions provided for cerebral palsy students are inspired by the inclusion philosophy and cerebral palsy students are integrated in the three level of inclusion suggested by Correia (2008). It was also shown that the teachers’ perceptions and the educational practices of public primary schools A and B facilitate the cerebral palsy students’ inclusion in their classes, while that doesn’t happen in the public primary school C.
Description
Keywords
Inclusão Paralisia cerebral Práticas educativas Inclusion Cerebral palsy Educational practices