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Advisor(s)
Abstract(s)
Este estudo investiga as adaptações e modificações curriculares que os
professores e as escolas consideram necessário efectuar, como consequência da
inclusão de alunos com necessidades educativas especiais (N.E.E.) nas estruturas
regulares de ensino. As transformações efectuadas no currículo comum, com a
finalidade de encontrar a melhor resposta às necessidades desses alunos, vão
desde alterações na organização da sala de aula, de actividades e/ou de
estratégias, desenvolvidas, essencialmente, pelos docentes do ensino regular, até
aos currículos específicos individuais, da responsabilidade dos órgãos de gestão e
dos serviços de Educação Especial das escolas.
O estudo tem, assim, como objectivo identificar e caracterizar as
adequações no processo de ensino e aprendizagem efectuadas pelos professores do
ensino regular, decorrentes da inclusão de alunos com N.E.E.
O estudo foi realizado em duas escolas, uma do 2º Ciclo e outra do 3º Ciclo,
junto de treze Directores de Turma, dos professores que formavam esses
Conselhos de Turma e dos Docentes de Educação Especial envolvidos no apoio a
essas turmas.
Utilizando uma metodologia qualitativa, foram analisados: Planificações,
Programas Educativos Individuais e Actas dos Conselhos de Turma. Foram
igualmente realizadas Entrevistas aos directores das turmas onde havia alunos com
N.E.E.
Entre as conclusões encontradas importa salientar que os professores do
ensino regular: apontam vantagens da inclusão para os alunos com e sem N.E.E;
têm a percepção de que os critérios que determinam a existência de N.E.E. não
estão ajustados às reais dificuldades dos alunos; consideram as limitações do
próprio aluno como a causa principal das suas dificuldades em aprender.
Como conclusões principais do estudo pode afirmar-se que os professores:
usam os seguintes critérios para seleccionar os conteúdos a transmitir aos alunos
com N.E.E: ser importante para a sua vida diária / futuro, implicar menor
capacidade de abstracção, adequar-se às suas características; têm a expectativa de
que os seus alunos com N.E.E. consigam acompanhar o currículo comum até ao
final da escolaridade obrigatória.
ABSTRACT This study investigates the curricular adaptations and modifications that teachers and schools consider necessary to do as a consequence of the SEN students’ inclusion in the regular structures of education. The changes in the common curriculum with the purpose of finding the best answer to the needs of those students include changing the organization of the classroom and/or the strategies developed mainly by the teachers of the mainstream and also the specific individual curriculum, the responsibility of the school board and the school special education services. The study aims at identifying and characterizing the adjustments to the teaching and learning process made by mainstream teachers due to the inclusion of SEN students in what is called the regular school. This study has taken place in two grammar schools, in cooperation with thirteen “class directors”, the teachers who teach those classes and the SEN teachers involved in the support of those classes. Using a qualitative methodology, individual educational programs and minutes of the board of the several classes were analyzed. Interviews were also carried out with the directors of those classes where SEN students had been integrated. Among the conclusions reached, it should be noted that teachers in regular schools indicate that there are advantages in the inclusion of students with and without special needs in the same class-group. There is also the perception that the criteria for determining the existence of SEN are not adjusted to the real difficulties of those students. The teachers also consider that the limitations of the students themselves are the main cause for their learning difficulties. The main conclusions of the study are as follows: teachers use the following criteria to select the contents to transmit to SEN students: the fact that it is important to their daily life / future; it involves a limited ability to abstract; it adapts to their characteristics. Teachers also expect that their SEN students are able to keep pace with the curriculum framework by the end of compulsory schooling.
ABSTRACT This study investigates the curricular adaptations and modifications that teachers and schools consider necessary to do as a consequence of the SEN students’ inclusion in the regular structures of education. The changes in the common curriculum with the purpose of finding the best answer to the needs of those students include changing the organization of the classroom and/or the strategies developed mainly by the teachers of the mainstream and also the specific individual curriculum, the responsibility of the school board and the school special education services. The study aims at identifying and characterizing the adjustments to the teaching and learning process made by mainstream teachers due to the inclusion of SEN students in what is called the regular school. This study has taken place in two grammar schools, in cooperation with thirteen “class directors”, the teachers who teach those classes and the SEN teachers involved in the support of those classes. Using a qualitative methodology, individual educational programs and minutes of the board of the several classes were analyzed. Interviews were also carried out with the directors of those classes where SEN students had been integrated. Among the conclusions reached, it should be noted that teachers in regular schools indicate that there are advantages in the inclusion of students with and without special needs in the same class-group. There is also the perception that the criteria for determining the existence of SEN are not adjusted to the real difficulties of those students. The teachers also consider that the limitations of the students themselves are the main cause for their learning difficulties. The main conclusions of the study are as follows: teachers use the following criteria to select the contents to transmit to SEN students: the fact that it is important to their daily life / future; it involves a limited ability to abstract; it adapts to their characteristics. Teachers also expect that their SEN students are able to keep pace with the curriculum framework by the end of compulsory schooling.
Description
Dissertação de mestrado em ciências da educação
especialidade educação especial
Keywords
Inclusão Estruturas regulares de ensino Necessidades educativas especiais Adequações curriculares Ensino básico Inclusion Mainstream Special education needs Curricular adjustments Elementary school
Citation
Marcelino, MPRVR. Inclusão e currículo - as práticas curriculares dos professores dos 2º e 3º ciclos do ensino básico, decorrentes da inclusão de alunos com N.E..E.[Dissertation]. Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa; 2009.