| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.27 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O Decreto-Lei n.º 54/2018 veio trazer alterações, ao nível das dinâmicas de escola, graças às práticas inovadoras que consagra. Neste âmbito, destacamos a criação da Equipa Multidisciplinar de Apoio à Educação Inclusiva (EMAEI), nosso objeto de estudo, como elemento essencial na condução do processo educativo dos alunos com Necessidades Especiais.
Procurámos entender em que moldes esta equipa foi constituída, como operacionalizou a sua organização interna e que paradigma estabeleceu para a implementação do normativo a nível de um Agrupamento de Escolas. Afigurou-se igualmente interessante observar de que forma os diferentes atores se apropriaram da nova legislação e como emergiu o trabalho colaborativo desta EMAEI.
A abordagem teórica que serve de base a este estudo alicerça-se na apresentação da evolução do atendimento a alunos com necessidades especiais ao longo dos tempos, seguida de uma abordagem cronológica da legislação que marca indelevelmente o sistema educativo português, no que concerne à Educação Especial.
No que respeita à metodologia, efetuámos uma investigação qualitativa, de tipo descritivo, baseado em entrevistas semi-estruturadas a quatro docentes e na análise documental das atas referentes ao primeiro ano de atividade de uma Equipa Multidisciplinar de Apoio à Educação Inclusiva (EMAEI).
Abstract The Decree-Law No. 54/2018 has brought changes to the school dynamics, as it establishes innovative practices. In this context, we highlight the Multidisciplinary Support Team for Inclusive Education (MSTIE), our object of study, as a crucial element in the educational process of students with special needs. We tried to understand how this team came into being, how they operationalized their internal structure, and the paradigm they established for the implementation of the normative at their school grouping level. It was also interesting to observe how the various actors handled the new legislation as well as the kind of collaborative work that emerged out of this MSTIE. The theoretical approach supporting this study is based on the presentation of how the assistance provided to students with special needs has been developed throughout time, followed by an approach to the Portuguese context, which includes a chronological analysis of legislation that indelibly defines the Portuguese educational system regarding Special Education. With regard to methodology, we conducted a qualitative research of descriptive type, based on semi-structured interviews with four teachers and on the documental analysis of the minutes concerning the first year activity of the Multidisciplinary Support Team for Inclusive Education (MSTIE).
Abstract The Decree-Law No. 54/2018 has brought changes to the school dynamics, as it establishes innovative practices. In this context, we highlight the Multidisciplinary Support Team for Inclusive Education (MSTIE), our object of study, as a crucial element in the educational process of students with special needs. We tried to understand how this team came into being, how they operationalized their internal structure, and the paradigm they established for the implementation of the normative at their school grouping level. It was also interesting to observe how the various actors handled the new legislation as well as the kind of collaborative work that emerged out of this MSTIE. The theoretical approach supporting this study is based on the presentation of how the assistance provided to students with special needs has been developed throughout time, followed by an approach to the Portuguese context, which includes a chronological analysis of legislation that indelibly defines the Portuguese educational system regarding Special Education. With regard to methodology, we conducted a qualitative research of descriptive type, based on semi-structured interviews with four teachers and on the documental analysis of the minutes concerning the first year activity of the Multidisciplinary Support Team for Inclusive Education (MSTIE).
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Administração Educacional
Keywords
Equipa multidisciplinar de apoio à educação inclusiva Inclusão Equidade Trabalho Colaborativo Multidisciplinary support team for inclusive education Inclusion Equity Collaborative work
Citation
Graça, D. M. A. (2021). Equipa multidisciplinar de apoio à educação inclusiva: perspetiva sobre o seu desempenho pedagógico e organizacional num agrupamento de escolas (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15587