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Advisor(s)
Abstract(s)
Tendo como foco a relação escola-família, neste estudo pretendeu-se estudar a colaboração entre a escola e famílias de crianças com multideficiência e qual a perceção que ambos têm sobre esse processo colaborativo, nomeadamente, de que forma as famílias expressam as suas preocupações, opiniões e expetativas junto da escola e como esta as faz refletir nos seus planos de intervenção, compreender quais as formas de comunicação mais utilizadas entre si, e conhecer como se processa o circuito de comunicação entre as famílias e a escola.
Participaram no estudo três docentes de educação especial a lecionar em Unidades de Apoio à Multideficiência e cinco mães de alunos com multideficiência a frequentar as Unidades das docentes mencionadas.
Optou-se por uma metodologia qualitativa por se considerar a mais adequada aos objetivos do estudo.
Os dados foram recolhidos através de conversas informais, pesquisa documental e entrevistas. Procedeu-se ao tratamento de dados dos documentos, das conversas informais e das entrevistas recorrendo à análise de conteúdo.
Concluímos que, tanto as docentes como as mães, consideraram fundamental a participação e colaboração entre a escola e a família, embora por vezes isso não esteja refletido nem programas educativos individuais nem nas práticas pedagógicas das professoras. Verificou-se que a comunicação escola-família é bidirecional, havendo bastantes momentos de comunicação entre ambos. O envolvimento dos pais nos programas educativos individuais não ocorre tanto como seria desejado, sobretudo pelas famílias. No entanto verificámos que as famílias também não se envolvem em atividades na escola por sua iniciativa, fazendo-o na maioria das vezes quando solicitado pelos professores.
Abstract Based on the school-family relationship, this study intended to verify the cooperation between school and families of children with multiple disabilities and what is the perception that both have about this collaborative process, specifically, how families express their concerns, opinions and expectations with the school and how the school reflects these concerns in its intervention plans, understand the most widely used forms of communication between them, and to know how the circuit of communication between families and school takes place. The study involved three special education teachers teaching in Multiple Disabilities Support Units and five mothers of multiple disabilities students attending the Units of the mentioned teachers. A qualitative methodology was chosen because it was considered to be the most appropriate way to present the object of this study. The data were collected through informal conversations, documentary research and interviews, and its content was then analyzed. We concluded that both teachers and mothers consider fundamental the participation and collaboration between school and family, although sometimes this is not reflected in the individual educational programs nor in the pedagogical practices of the teachers. It was verified that the school-family communication is bidirectional, with several moments of communication between them. The involvement of the parents in individual educational programs does not succeed as much as it would be desired, especially by families. However we found that families also do not engage in activities at school on their own initiative, doing so, most of the time, just when it’s requested by teachers.
Abstract Based on the school-family relationship, this study intended to verify the cooperation between school and families of children with multiple disabilities and what is the perception that both have about this collaborative process, specifically, how families express their concerns, opinions and expectations with the school and how the school reflects these concerns in its intervention plans, understand the most widely used forms of communication between them, and to know how the circuit of communication between families and school takes place. The study involved three special education teachers teaching in Multiple Disabilities Support Units and five mothers of multiple disabilities students attending the Units of the mentioned teachers. A qualitative methodology was chosen because it was considered to be the most appropriate way to present the object of this study. The data were collected through informal conversations, documentary research and interviews, and its content was then analyzed. We concluded that both teachers and mothers consider fundamental the participation and collaboration between school and family, although sometimes this is not reflected in the individual educational programs nor in the pedagogical practices of the teachers. It was verified that the school-family communication is bidirectional, with several moments of communication between them. The involvement of the parents in individual educational programs does not succeed as much as it would be desired, especially by families. However we found that families also do not engage in activities at school on their own initiative, doing so, most of the time, just when it’s requested by teachers.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial – Ramo de Problemas de Cognição e Multideficiência
Keywords
Relação escola-família Multideficiência Programa educativo individual Envolvimento parental. School-family relationship Multiple disabilities Individual educational program Parental involvement