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Advisor(s)
Abstract(s)
Este estudo insere-se na temática da inclusão, tendo como objetivo geral conhecer a opinião de professores e famílias acerca da implementação das Medidas de Suporte à Aprendizagem e à Inclusão (MSAI), inscritas no Decreto-Lei nº 54/2018, de 6 de julho e, como objetivos específicos, identificar os critérios utilizados pelos professores para a seleção das MSAI, quais as suas perceções sobre a eficácia da implementação das MSAI e como avaliam essa eficácia; e perceber qual a participação das famílias na definição/ implementação das MSAI. Perante tais objetivos, optou-se por realizar um estudo de caso que se enquadra no paradigma
interpretativo. Como metodologia de recolha de dados, realizaram-se entrevistas semiestruturadas a nove participantes do mesmo Agrupamento de escolas: seis professores (três do 1º Ciclo e três de Educação Especial) e três pais. Optou-se ainda pela pesquisa e análise documental de diversas fontes: DL 54/2018 e dados dos alunos com MSAI, que frequentam o Agrupamento no 1º Ciclo. A metodologia revelou-se adequada, permitindo atingir os objetivos do estudo. Segundo os participantes, a implementação das MSAI facilita a inclusão, traz vantagens para os alunos, respeitando as suas capacidades e promovendo a sua autoestima e bem-estar. Salientaram que as barreiras à sua implementação decorrem da falta de recursos humanos,
resultante do número excessivo de alunos com MSAI em cada grupo/turma, tendo-se apurando na análise documental que cerca de um quarto dos alunos do 1º Ciclo beneficia de MSAI. Apesar de todos os professores demonstrarem cuidado quanto à seleção, implementação e avaliação da eficácia das MSAI, os resultados desta investigação evidenciam dimensões lacunares que importa considerar: a falta de formação de alguns docentes sobre a escola inclusiva e opções metodológicas no sentido de reduzir as barreiras ao ensino e à aprendizagem de todos os alunos; e a necessidade de incrementar uma cultura de maior envolvimento dos pais, nomeadamente na informação, seleção e implementação das MSAI, enquanto direito reforçado no decreto citado.
This study is part of the theme of inclusion, with the general objective of knowing the opinion of teachers and families regarding the implementation of the Learning and Inclusion Support Measures (MSAI), included in Decree-Law nº 54/2018, of 6 July and as specific objectives to identify the criteria used by teachers to select the MSAI, what are their perceptions about their effectiveness of implementation and how they evaluate this effectiveness; and understand the participation of families in their definition/implementation. Given these objectives, it was decided to carry out a case study that fits into the interpretative paradigm. As a data collection methodology, semi-structured interviews were carried out with nine participants from the same group of schools: six teachers (three from 1st Cycle and three from special education) and three parents. It was also decided to research and analyze documents from different sources: DL 54/2018 and data from students with MSAI, who attend the Group in the 1st cycle. The methodology proved to be adequate, allowing the study objectives to be achieved. According to the participants, the implementation of MSAI facilitates inclusion, brings benefits to students, respecting their abilities and promoting their self-esteem and wellbeing. They highlighted that the barriers to its implementation arise from the lack of human resources, resulting from the excessive number of students with MSAI in each group/class, and it was found in the documentary analysis that around a quarter of 1st cycle students benefit from MSAI. Although all teachers show care regarding the selection, implementation and evaluation of the effectiveness of the MSAI, the results of this investigation highlight gaps that are important to consider: the lack of training of some teachers on inclusive schools and methodological options to reduce barriers teaching and learning for all students; and the need to increase a culture of greater parental involvement, particularly in the information, selection and implementation of MSAI, as a right reinforced in the aforementioned decree.
This study is part of the theme of inclusion, with the general objective of knowing the opinion of teachers and families regarding the implementation of the Learning and Inclusion Support Measures (MSAI), included in Decree-Law nº 54/2018, of 6 July and as specific objectives to identify the criteria used by teachers to select the MSAI, what are their perceptions about their effectiveness of implementation and how they evaluate this effectiveness; and understand the participation of families in their definition/implementation. Given these objectives, it was decided to carry out a case study that fits into the interpretative paradigm. As a data collection methodology, semi-structured interviews were carried out with nine participants from the same group of schools: six teachers (three from 1st Cycle and three from special education) and three parents. It was also decided to research and analyze documents from different sources: DL 54/2018 and data from students with MSAI, who attend the Group in the 1st cycle. The methodology proved to be adequate, allowing the study objectives to be achieved. According to the participants, the implementation of MSAI facilitates inclusion, brings benefits to students, respecting their abilities and promoting their self-esteem and wellbeing. They highlighted that the barriers to its implementation arise from the lack of human resources, resulting from the excessive number of students with MSAI in each group/class, and it was found in the documentary analysis that around a quarter of 1st cycle students benefit from MSAI. Although all teachers show care regarding the selection, implementation and evaluation of the effectiveness of the MSAI, the results of this investigation highlight gaps that are important to consider: the lack of training of some teachers on inclusive schools and methodological options to reduce barriers teaching and learning for all students; and the need to increase a culture of greater parental involvement, particularly in the information, selection and implementation of MSAI, as a right reinforced in the aforementioned decree.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial Área de especialização: Problemas de Cognição e Multideficiência
Keywords
Inclusão Participação Desenho universal Aprendizagem Inclusion Participation Universal design Learning
Citation
Rodrigues, T. M. O. (2023). Implementação de medidas de suporte à aprendizagem e inclusão: perceções de professores e famílias (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17142