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Abstract(s)
A presente dissertação aborda o tema da inclusão de alunos com Perturbação do Desenvolvimento Intelectual (PDI) no 3.º Ciclo do Ensino Básico (3.º CEB).
Sendo a educação inclusiva essencial no que respeita à tão necessária equidade educativa, encontrar um exemplo capaz de ilustrar o processo de inclusão de alunos que apresentam PDI, constituiu o propósito deste estudo.
Trata-se de um estudo exploratório, de natureza qualitativa, realizado em dois agrupamentos de escolas de Lisboa, que contou com a participação de dois alunos, duas docentes de educação especial (DEE) e quatro docentes do ensino regular (DER).
Conhecer as perspetivas dos DEE e dos DER sobre a educação destes alunos, e caracterizar as práticas que implementam, no sentido de promover a sua inclusão, constituíram os objetivos gerais do estudo. A recolha de dados centrou-se na realização de entrevistas semi-diretivas e observações naturalistas. Procurámos conhecer as necessidades específicas dos alunos, as estratégias, atividades e recursos privilegiados pelos docentes, e as dificuldades que se lhes colocam na prática profissional. Interessou-nos ainda conhecer o modo como se processa a relação entre docentes, no sentido de facilitar a inclusão.
Os resultados obtidos revelam que os docentes apresentam conceções favoráveis à inclusão destes alunos no 3.º CEB, ainda que manifestem dúvidas e inquietações quanto à pertinência da recente alteração legislativa. Estas preocupações expressam-se através de uma análise crítica das vantagens e desvantagens da legislação atual e das implicações na prática profissional dos DEE.
Quanto às práticas de inclusão, os DEE privilegiam o apoio direto ao aluno, procurando dar resposta às suas necessidades e, ainda que destaquem a importância da articulação com os DER, não se verificaram, no entanto, práticas de trabalho colaborativo entre ambos.
No caso dos DER, constatou-se que persistem dificuldades no que respeita à organização de atividades facilitadoras da aprendizagem dos alunos, particularmente com os pares. Estes docentes centram-se maioritariamente nas dificuldades que os alunos apresentam, preocupando-se sobretudo com a forma como participam diretamente nas aulas. A participação é, assim, perspetivada como fundamental no processo de inclusão, não sendo tão evidente a preocupação com a aprendizagem efetiva destes alunos.
ABSTRACT The present dissertation aims to approach the topic of inclusion of students with Intellectual Development Disability (IDD) in the 3rd Cycle of Basic Education (3rd CBE). Since inclusive education is essential with regard to the much-needed educational equity, finding an example that can illustrate the process of inclusion of students with IDD was the purpose of this study. It is an exploratory study, of qualitative nature, carried out in two groups of schools in Lisbon, with the participation of two students, two special education teachers (SET) and four regular teaching staff (RTS). Knowing the perspectives of SET and RTS on the education of these students, and characterizing the practices that they apply, in order to promote their inclusion, were the general purposes of the study. Data collection focused on conducting semi-directive interviews and naturalistic observations. We tried to know the specific needs of the students, the strategies, activities and resources privileged by teachers, and the difficulties they face in their professional practice. We were also interested in knowing how the relationship between teachers is processed, in order to facilitate inclusion. The results obtained reveal that teachers present conceptions are favorable to the inclusion of these students in the 3rd CEB, even though they have doubts and concerns about the pertinence of the recent legislative change. These concerns are expressed through a critical analysis of the advantages and disadvantages of current legislation and the implications for the professional practice of SET. Regarding inclusion practices, SET favor direct support to the student, seeking to respond to their needs and, although they emphasize the importance of articulation with RTS, however, work practices do not stand out collaborative between both. To the RTS, it was found that difficulties persist regarding the organization of activities that facilitate students' learning, particularly with their peers. These teachers are mainly focused on the difficulties that students have, being mainly concerned with the way they participate directly in classes. Thus, participation is seen as fundamental in the inclusion process, and the concern with the effective learning of these students is not so obvious.
ABSTRACT The present dissertation aims to approach the topic of inclusion of students with Intellectual Development Disability (IDD) in the 3rd Cycle of Basic Education (3rd CBE). Since inclusive education is essential with regard to the much-needed educational equity, finding an example that can illustrate the process of inclusion of students with IDD was the purpose of this study. It is an exploratory study, of qualitative nature, carried out in two groups of schools in Lisbon, with the participation of two students, two special education teachers (SET) and four regular teaching staff (RTS). Knowing the perspectives of SET and RTS on the education of these students, and characterizing the practices that they apply, in order to promote their inclusion, were the general purposes of the study. Data collection focused on conducting semi-directive interviews and naturalistic observations. We tried to know the specific needs of the students, the strategies, activities and resources privileged by teachers, and the difficulties they face in their professional practice. We were also interested in knowing how the relationship between teachers is processed, in order to facilitate inclusion. The results obtained reveal that teachers present conceptions are favorable to the inclusion of these students in the 3rd CEB, even though they have doubts and concerns about the pertinence of the recent legislative change. These concerns are expressed through a critical analysis of the advantages and disadvantages of current legislation and the implications for the professional practice of SET. Regarding inclusion practices, SET favor direct support to the student, seeking to respond to their needs and, although they emphasize the importance of articulation with RTS, however, work practices do not stand out collaborative between both. To the RTS, it was found that difficulties persist regarding the organization of activities that facilitate students' learning, particularly with their peers. These teachers are mainly focused on the difficulties that students have, being mainly concerned with the way they participate directly in classes. Thus, participation is seen as fundamental in the inclusion process, and the concern with the effective learning of these students is not so obvious.
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
Educação inclusiva Alunos com perturbação do desenvolvimento intelectual Docentes de Educação Especial Docentes do Ensino Regular Perspetivas Práticas Inclusive education Students with intellectual development disability Special education teachers Regular teaching staff Perspectives Practices
Citation
Santos, M. M. L. (2019). Inclusão de alunos com perturbação do desenvolvimento intelectual no 3.º ciclo do ensino básico: perspetivas e práticaso (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em:http://hdl.handle.net/10400.21/12780