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Advisor(s)
Abstract(s)
A inclusão de alunos com Necessidades Educativas Especiais nas turmas regulares é hoje
prática comum nas escolas. Esta inclusão diz respeito a toda a comunidade educativa. Os pares
são, neste processo, um elemento fundamental para o desenvolvimento de um ambiente
inclusivo de sucesso.
O presente estudo trata de questões referentes à inclusão de alunos com deficiência em
classes comuns do ensino regular. Teve por objectivo geral conhecer as percepções de alunos
do 2º Ciclo do Ensino Básico de uma escola do distrito de Setúbal sobre a inclusão de alunos
com NEE na escola e na turma.
Neste estudo descritivo e exploratório, participaram 70 alunos de quatro turmas do 5º ano,
tendo sido neste estudo divididos em dois grupos: grupo de alunos de turmas inclusivas (grupo
C) e grupo de alunos de turmas não inclusivas (Grupo S).
Foi utilizado um questionário composto por questões fechadas, tendo os dados sido
examinados através análise estatística.
Os resultados revelaram que as atitudes dos pares face à inclusão são moderadamente
favoráveis, existindo no entanto diferenças na percepção dos alunos consoante o grupo de
estudo a que pertencem, apresentando o Grupo C atitudes mais positivas em relação aos
pares com deficiência. Relativamente ao género, as diferenças não são tão evidentes; no
entanto o género feminino demonstra atitudes mais favoráveis nalguns aspectos.
Abstract The inclusion of pupils with special needs in regular classes is now a common practice in schools, which concerns the entire educational community. In this process, peers are a crucial element for the development of an inclusive environment for success. This study is addressed to issues related to the inclusion of disabled students in common classes of regular schools. The main objective is to find out the perceptions about the inclusion of special needs pupils in school and in class in 2nd cycle students of basic education in a Setúbal district school. Seventy students attended four classes in the 5th year participated in this descriptive exploratory study. The students had been divided into two groups: group of students in inclusive classes (Group C) and group of students in not inclusive classes (Group S). It was used a questionnaire of closed questions and the data were examined by statistical analysis. The results revealed that the attitudes of peers at the incorporation are moderately favourable but there are differences in perception of students as the study group to which they belong. Group C shows more positive attitudes towards peers with disabilities. As for the gender, differences are not so evident, but the female shows a more positive attitude in some points.
Abstract The inclusion of pupils with special needs in regular classes is now a common practice in schools, which concerns the entire educational community. In this process, peers are a crucial element for the development of an inclusive environment for success. This study is addressed to issues related to the inclusion of disabled students in common classes of regular schools. The main objective is to find out the perceptions about the inclusion of special needs pupils in school and in class in 2nd cycle students of basic education in a Setúbal district school. Seventy students attended four classes in the 5th year participated in this descriptive exploratory study. The students had been divided into two groups: group of students in inclusive classes (Group C) and group of students in not inclusive classes (Group S). It was used a questionnaire of closed questions and the data were examined by statistical analysis. The results revealed that the attitudes of peers at the incorporation are moderately favourable but there are differences in perception of students as the study group to which they belong. Group C shows more positive attitudes towards peers with disabilities. As for the gender, differences are not so evident, but the female shows a more positive attitude in some points.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de
mestre em Ciências da Educação, especialidade Educação Especial
Keywords
Necessidades educativas especiais Inclusão Pares Contacto com a deficiência Género Special needs Inclusion Contact with disabilities Peers Gender
Citation
Rosa, F. M. L. da P. Inclusão de alunos com necessidades educativas especiais no 2º ciclo do ensino básico: a perspectiva dos seus pares [Dissertation]. Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa; 2010.