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Advisor(s)
Abstract(s)
O estudo apresentado neste Projeto de Intervenção pretende contribuir para a
melhoria da inclusão de alunos com Necessidades Educativas Especiais em turmas do
2.º e do 3.º ciclo, recorrendo para tal a diferentes estratégias cuja eficácia é discutida.
Este estudo divide-se em três partes: um levantamento inicial dos pareceres dos
professores, encarregados de educação e alunos sobre os problemas sentidos no
âmbito da inclusão, sendo a partir daí definidos os objetivos da intervenção que se
seguiu.
No que respeita aos professores, foram inquiridos os seus pareceres sobre a
inclusão, bem como as principais dificuldades sentidas e preocupações. Quanto aos
pareceres dos encarregados de educação de alunos com Necessidades Educativas
Especiais, foram inquiridas as preocupações sobre a inclusão do filho na escola e
anseios quanto ao futuro. Relativamente aos alunos, foram auscultados os pareceres
dos alunos com Necessidades Educativas Especiais sobre o seu desempenho escolar
e relações estabelecidas com os pares, e ainda os pareceres dos pares sobre a inclusão
dos alunos com Necessidades Educativas Especiais na turma, em particular sobre as
relações estabelecidas entre eles.
Posteriormente, com o objetivo de melhorar a inclusão dos alunos, foi levada a
cabo uma intervenção recorrendo a diferentes estratégias junto de professores, alunos
com Necessidades Educativas Especiais e seus pares, indo de encontro aos problemas
e às necessidades encontradas no levantamento inicial.
Finalmente, foram auscultadas os pareceres dos inquiridos após a intervenção de
modo a avaliar as estratégias aplicadas na intervenção, tendo evidenciado maior
sucesso as ações de formação para professores e a de sensibilização para alunos.
A análise dos resultados obtidos permitiu concluir que o professor de Educação
Especial tem um papel importante a desempenhar, não tanto intervindo diretamente
junto dos alunos com Necessidades Educativas Especiais, mas principalmente como
agente promotor da mudança, intervindo junto dos professores e dos pares destes
alunos, mobilizando-os para uma melhoria da inclusão.
ABSTRACT The study presented in this Intervention Project aims to contribute to the improvement of the inclusion of students with Special Educational Needs in 2nd and 3rd cycle classes, using different strategies whose effectiveness is discussed. This study is divided into three parts: an initial survey of the perspectives of teachers, parents and students on the problems felt in the scope of inclusion, and from there the objectives of the intervention that followed were defined. As far as teachers are concerned, their perspectives on inclusion, as well as their main difficulties and concerns were asked. Regarding the perspectives of the parents of Special Needs Educators, concerns about the inclusion of the child in the school and anxieties about the future were asked. Regarding the students, the perspectives of students with Special Educational Needs on their school performance and relationships established with the peers, as well as the perspectives of the peers about the inclusion of students with special educational needs in the group, in particular on the relationships established between them, were asked. Later, in order to improve the inclusion of the students, an intervention was carried out using different strategies among teachers, students with Special Educational Needs and their peers, going against the problems and needs found in the survey. Finally, the perspectives of the respondents after the intervention were studied in order to evaluate the strategies applied in the intervention, showing more success the action of training for teachers and the action of sensitization for students in relation to the others. The analysis of the obtained results allowed to conclude that the teacher of Special Education has an important role to play, not so much intervening with the students with Special Educational Needs, but mainly as agent promoting the change, intervening with the teachers and the pairs of these students, mobilizing to improve inclusion.
ABSTRACT The study presented in this Intervention Project aims to contribute to the improvement of the inclusion of students with Special Educational Needs in 2nd and 3rd cycle classes, using different strategies whose effectiveness is discussed. This study is divided into three parts: an initial survey of the perspectives of teachers, parents and students on the problems felt in the scope of inclusion, and from there the objectives of the intervention that followed were defined. As far as teachers are concerned, their perspectives on inclusion, as well as their main difficulties and concerns were asked. Regarding the perspectives of the parents of Special Needs Educators, concerns about the inclusion of the child in the school and anxieties about the future were asked. Regarding the students, the perspectives of students with Special Educational Needs on their school performance and relationships established with the peers, as well as the perspectives of the peers about the inclusion of students with special educational needs in the group, in particular on the relationships established between them, were asked. Later, in order to improve the inclusion of the students, an intervention was carried out using different strategies among teachers, students with Special Educational Needs and their peers, going against the problems and needs found in the survey. Finally, the perspectives of the respondents after the intervention were studied in order to evaluate the strategies applied in the intervention, showing more success the action of training for teachers and the action of sensitization for students in relation to the others. The analysis of the obtained results allowed to conclude that the teacher of Special Education has an important role to play, not so much intervening with the students with Special Educational Needs, but mainly as agent promoting the change, intervening with the teachers and the pairs of these students, mobilizing to improve inclusion.
Description
Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa
para a obtenção de grau de mestre em Educação Especial
Keywords
Inclusão Necessidades educativas especiais Professor de educação especial Professor de ensino regular Pares Inclusion Special educational needs Special education teacher Regular teaching teacher Peers
Citation
Roque, A. L. D. (2019). Como melhorar a inclusão: uma intervenção em turmas do 2.º e 3.º ciclo (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9895