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Authors
Advisor(s)
Abstract(s)
Atualmente a Educação Inclusiva é uma realidade e um desafio, principalmente
para os envolvidos no contexto escolar. A escola precisa estar apta para receber e incluir
crianças com Perturbação do Espectro do Autismo (PEA), garantindo aprendizagem e
participação efetiva. Aos professores cabe a missão de encontrar caminhos, alternativas e
possibilidades para analisar, compreender e aplicar intervenções pedagógicas eficazes e
não excludentes.
Este estudo apresenta como tema a Necessidade de Formação Contínua de
Professores para Inclusão de crianças com PEA. O objetivo geral do estudo será conhecer
as necessidades de formação contínua de professores para a inclusão de crianças com
PEA nas escolas regulares. Os objetivos específicos foram estabelecidos como: conhecer
as percepções dos professores sobre inclusão , identificar as dificuldades dos professores
na inclusão de crianças com PEA, verificar a formação que tiveram relativas a inclusão e
PEA, verificar a necessidade de formação contínua e a expectativa dos professores em
relação a formação.
Os resultados permitiram identificar que as docentes tendem a atribuir a fatores
externos os problemas relacionados com a inclusão, ao mesmo tempo, destacam à
formação contínua como fundamental para inclusão. Acrescentam que a formação deve
ser direcionada para práticas pedagógicas e desenvolvidas através de modalidades
centradas na troca de experiências e na análise de situações contextuais.
ABSTRACT Currently, Inclusive Education is a reality and a challenge, especially for those involved in the school context. The school needs to be able to receive and include children with Autism Spectrum Disorder (AED), ensuring effective learning and participation. Teachers have the mission of finding ways, alternatives and possibilities to analyze, understand and apply effective and non-excludable pedagogical interventions. This study presents as theme the Need for Ongoing Teacher Training for the Inclusion of children with PEA. The general objective of the study will be to understand the continuing training needs of teachers for the inclusion of children with AED in regular schools. The specific objectives were established as: knowing the perceptions of teachers about inclusion, identifying the difficulties of teachers in the inclusion of children with PEA, verifying the training they had regarding inclusion and AED, verifying the need for continuous training and the expectations of teachers in relation to training. The results allowed us to identify that teachers tend to attribute problems related to inclusion to external factors, while at the same time highlighting continuing education as fundamental for inclusion. They add that training should be directed towards pedagogical practices and developed through modalities centered on the exchange of experiences and the analysis of contextual situations.
ABSTRACT Currently, Inclusive Education is a reality and a challenge, especially for those involved in the school context. The school needs to be able to receive and include children with Autism Spectrum Disorder (AED), ensuring effective learning and participation. Teachers have the mission of finding ways, alternatives and possibilities to analyze, understand and apply effective and non-excludable pedagogical interventions. This study presents as theme the Need for Ongoing Teacher Training for the Inclusion of children with PEA. The general objective of the study will be to understand the continuing training needs of teachers for the inclusion of children with AED in regular schools. The specific objectives were established as: knowing the perceptions of teachers about inclusion, identifying the difficulties of teachers in the inclusion of children with PEA, verifying the training they had regarding inclusion and AED, verifying the need for continuous training and the expectations of teachers in relation to training. The results allowed us to identify that teachers tend to attribute problems related to inclusion to external factors, while at the same time highlighting continuing education as fundamental for inclusion. They add that training should be directed towards pedagogical practices and developed through modalities centered on the exchange of experiences and the analysis of contextual situations.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial – Domínio Cognitivo e Motor
Keywords
Inclusão Necessidades de formação Perturbação do espetro do autismo Educação inclusiva Need for training Inclusion Autism spectrum disorder Inclusive education
Citation
Alves, M. S. (2021). Necessidades de formação contínua de professores para inclusão de crianças com perturbação do espectro do autismo (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14520