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Advisor(s)
Abstract(s)
A escola inclusiva é atualmente um tema muito debatido em Portugal. Por muitos considerada uma utopia, para que tal não aconteça, é fundamental que seja realizada uma constante construção, investimento e reflexão por parte de todos os intervenientes, não bastando apenas o que vem preconizado no Decreto-Lei n.º 54/2018, de 6 de julho. Para a criação de uma escola inclusiva é imprescindível ter em consideração a implementação de medidas educativas que possam enquadrar e promover a ação da comunidade educativa e das escolas, para além dos princípios e da ética inerentes à sua génese. Neste processo e, de modo, a garantir que a escola é para todos e, em simultâneo, para cada um, o papel de todos professores é fundamental, sendo particularmente indispensável uma colaboração permanente entre o professor de ensino regular e o professor de educação especial.
Neste sentido, com este trabalho pretendeu-se conhecer as perspetivas que professores e alunos têm sobre o papel dos professores de educação especial na construção de uma escola inclusiva.
A metodologia aplicada baseou-se numa abordagem de caráter qualitativo e interpretativo que recorre a diversas técnicas de recolha de dados, principalmente a realização de entrevistas semidiretivas a professores e de um focus group a alunos.
No que diz respeito aos resultados obtidos neste estudo, na opinião dos participantes a escola garante o acesso, a participação e o sucesso dos alunos com necessidades educativas especiais. As opiniões dos alunos e dos professores relativamente ao papel do professor de educação especial são, de certa forma, similares, quando referem que este é um docente cujo papel é muito diversificado, nomeadamente no apoio dado individualmente aos alunos com necessidades educativas especiais, bem como ao articular e ao colaborar com todos os atores educativos, permitindo uma maior coesão na construção de uma escola que se quer inclusiva.
ABSTRACT Inclusive school is currently a highly debated topic in Portugal. Considered by many a utopia, so that this does not happen, it is essential that a constant construction, investment and reflection be carried out by all parties involved, not only what is proposed in Decree Law No. 54/2018 of 6th of july. For the creation of an inclusive school it is fundamental to consider the implementation of educational measures that can frame and promote the action of the educational community and schools, beyond the principles and ethics inherent in its genesis. In this process, and in order to ensure that school is for everyone and at the same time for each one, teachers, especially special education teachers, that play an indispensable role. In this sense, it was intended with this work to know the perspectives that students and teachers of the regular school have towards the role of special education teachers in the construction of an inclusive school. The applied methodology is based on a qualitative and interpretative approach that resorts to several data collection techniques, mainly the conduction of semi-directive interviews to teachers and a focus group to students. Regarding the results obtained in this study, these allowed to conclude that the school guarantees the access, the participation and the success of students with educational needs. The opinions of students and teachers concerning the role of the special education teacher are somewhat similar when they mention that this is a teacher whose role is very diverse, namely in the support given individually to students with Special Education Needs, as well as, by articulating and collaborating with all educational actors, allowing greater cohesion in the construction of a school that intended to be inclusive.
ABSTRACT Inclusive school is currently a highly debated topic in Portugal. Considered by many a utopia, so that this does not happen, it is essential that a constant construction, investment and reflection be carried out by all parties involved, not only what is proposed in Decree Law No. 54/2018 of 6th of july. For the creation of an inclusive school it is fundamental to consider the implementation of educational measures that can frame and promote the action of the educational community and schools, beyond the principles and ethics inherent in its genesis. In this process, and in order to ensure that school is for everyone and at the same time for each one, teachers, especially special education teachers, that play an indispensable role. In this sense, it was intended with this work to know the perspectives that students and teachers of the regular school have towards the role of special education teachers in the construction of an inclusive school. The applied methodology is based on a qualitative and interpretative approach that resorts to several data collection techniques, mainly the conduction of semi-directive interviews to teachers and a focus group to students. Regarding the results obtained in this study, these allowed to conclude that the school guarantees the access, the participation and the success of students with educational needs. The opinions of students and teachers concerning the role of the special education teacher are somewhat similar when they mention that this is a teacher whose role is very diverse, namely in the support given individually to students with Special Education Needs, as well as, by articulating and collaborating with all educational actors, allowing greater cohesion in the construction of a school that intended to be inclusive.
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
Escola inclusiva Necessidades educativas especiais Participação dos professores Papel do professor Educação incluisiva Inclusive education Inclusive school Special educational needs Teacher participation Teacher role
Citation
Vale, I. A. C. (2021). Perspetivas de professores e de alunos sobre o papel do Professor de Educação Especial na construção de uma Escola Inclusiva (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/13041
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa