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Abstract(s)
O presente estudo visou compreender o contributo das atitudes dos professores face à inclusão de alunos com neuroatipias. Desde a Declaração de Salamanca a escola tem assumido, de uma forma mais visível e sistemática, práticas que promovem a inclusão de alunos com deficiências no sistema regular de educação, ou seja, na sala de aula, onde todos e de forma diferenciada têm o direito a um ensino de qualidade. Neste contexto, o professor assume um papel de responsabilidade no desenvolvimento deste processo, pois, se anteriormente o ensino destes jovens estaria a cargo somente de profissionais especializados, hoje, pretende-se que o professor do ensino regular assuma a responsabilidade de favorecer a plena inclusão na sala de aula, juntamente com os demais alunos, sem deficiência. Nesse pressuposto, a atitude dos professores assume um papel essencial no sucesso da inclusão dos alunos com deficiência na escola regular. Com esta investigação propomos-mos contribuir para o conhecimento existente sobre a especificidade relacionada com estes alunos e quais as atitudes mais favoráveis para a sua inclusão em ambiente escolar. A metodologia da investigação utilizada baseou-se numa abordagem quantitativa, tendo como instrumento o inquérito Physical Educators’ Attitude Toward Teaching Individuals with Disabilities (PEATID III) que permite avaliar as atitudes dos professores face ao ensino de alunos com deficiência. Este instrumento é largamente referenciado na literatura, ao longo das duas últimas décadas, tendo produzido estudos principalmente na Europa e EUA. Este questionário foi criado à luz da Teoria da Acção Reflectida, desenvolvida por Icek Ajzen e Martin Fishbein (1967), a qual visa perceber os sentimentos e opiniões dos professores face ao ensino de alunos com deficiência na escola regular. Para realizar a análise dos inquéritos utilizou-se o programa Jamovi. A nossa amostra é constituída por 68 professores. O resultado deste estudo evidenciou-se, que o professor de uma
maneira geral tem atitudes positivas com os alunos com neuroatipias mas são sobretudo os professores que tem formação especializada no âmbito da educação especial que apresentam atitudes mais positivas. Outra questão pertinente e que de uma forma geral é sentida por ambos os professores é a sobrecarga de trabalho com estes alunos.
This study aimed to understand the contribution of teachers’ attitudes towards the inclusion of students with neuroatypicalities. Since the Salamanca Declaration, schools have assumed, in a more visible and systematic way, practices that promote the inclusion of students with disabilities in the regular education system, that is, in the classroom, where everyone has the right to quality education in a differentiated way. In this context, the teacher assumes a role of responsibility in the development of this process, because, if previously the teaching of these young people would be the responsibility of specialized professionals only, today, it is intended that the regular education teacher assumes the responsibility of favoring full inclusion in the classroom, together with the other students, without disabilities. In this regard, teachers’ attitudes play an essential role in the success of the inclusion of students with disabilities in regular schools. With this research, we propose to contribute to the existing knowledge about the specificity related to these students and which attitudes are most favorable for their inclusion in the school environment. The research methodology used was based on a quantitative approach, using the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities (PEATID III) survey as an instrument, which allows evaluating teachers’ attitudes towards teaching students with disabilities. This instrument is widely referenced in the literature over the last two decades, having produced studies mainly in Europe and the USA. This questionnaire was created in light of the Theory of Reflected Action, developed by Icek Ajzen and Martin Fishbein (1967), which aims to understand teachers’ feelings and opinions regarding the teaching of students with disabilities in regular schools. The result of this study showed that teachers, in general, have positive attitudes towards students with neuroatypicalities, but it is mainly teachers who have specialized training in special education who have more positive attitudes. Another pertinent issue that is generally felt by both teachers is the workload with these students. Our sample consists of 68 teachers.
This study aimed to understand the contribution of teachers’ attitudes towards the inclusion of students with neuroatypicalities. Since the Salamanca Declaration, schools have assumed, in a more visible and systematic way, practices that promote the inclusion of students with disabilities in the regular education system, that is, in the classroom, where everyone has the right to quality education in a differentiated way. In this context, the teacher assumes a role of responsibility in the development of this process, because, if previously the teaching of these young people would be the responsibility of specialized professionals only, today, it is intended that the regular education teacher assumes the responsibility of favoring full inclusion in the classroom, together with the other students, without disabilities. In this regard, teachers’ attitudes play an essential role in the success of the inclusion of students with disabilities in regular schools. With this research, we propose to contribute to the existing knowledge about the specificity related to these students and which attitudes are most favorable for their inclusion in the school environment. The research methodology used was based on a quantitative approach, using the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities (PEATID III) survey as an instrument, which allows evaluating teachers’ attitudes towards teaching students with disabilities. This instrument is widely referenced in the literature over the last two decades, having produced studies mainly in Europe and the USA. This questionnaire was created in light of the Theory of Reflected Action, developed by Icek Ajzen and Martin Fishbein (1967), which aims to understand teachers’ feelings and opinions regarding the teaching of students with disabilities in regular schools. The result of this study showed that teachers, in general, have positive attitudes towards students with neuroatypicalities, but it is mainly teachers who have specialized training in special education who have more positive attitudes. Another pertinent issue that is generally felt by both teachers is the workload with these students. Our sample consists of 68 teachers.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Educação Especial - Ramo de Cognição e Multideficiência
Keywords
Problemas da cognição Atitudes dos professores Inclusão Cognition problems Teacher attitudes Inclusion
Citation
Vilela, P. K. M. (2023). Atitudes dos professores face à inclusão (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17120