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Abstract(s)
Enquadramento: A educação inclusiva valoriza a diversidade e as contribuições únicas que cada aluno com necessidades de saúde especiais traz para a sala de aula. Num ambiente verdadeiramente inclusivo, todos os alunos devem sentir-se seguros e ter um senso de pertença. A escola tem de possuir suporte, flexibilidade e recursos para nutrir, encorajar e atender às necessidades de todos os alunos.
Objetivo: Conhecer a perceção dos professores sobre como se processa a inclusão de alunos com necessidades de saúde especiais numa escola portuguesa situada em Maputo, Moçambique.
Metodologia: Estudo qualitativo, com recurso ao método fenomenológico, tendo como instrumento de recolha de dados a entrevista semiestruturada. Os 6 participantes foram recrutados na escola portuguesa de Maputo, Moçambique. Recorreu-se à análise qualitativa de dados, com consequente análise de conteúdo.
Resultados: Da análise do verbatim das entrevistas emergiu uma ideia generalizada que na escola onde os professores exercem funções a filosofia da educação inclusiva está enraizada, dispondo esta de recursos humanos específicos de apoio à aprendizagem e à inclusão de alunos com necessidades de saúde especiais, ainda que haja a necessidade de mais terapeutas da fala, assistentes operacionais, preferencialmente com formação específica e mais técnicos especializados. Dispõe de uma equipa multidisciplinar de apoio à educação inclusiva como recurso organizacional específico de apoio à aprendizagem e à inclusão de alunos com necessidades de saúde especiais. São unânimes ao considerarem que a mesma não é suficiente, apesar de ter sido dada a melhor resposta possível com os recursos existentes. Todos os professores são de opinião que na sua escola em Maputo não existem casos de bullying, que os alunos respeitam, aceitam e ajudam os seus pares com necessidades de saúde especiais, sendo esta escola um exemplo a todos os níveis. A articulação entre todos os intervenientes educativos para que haja a plena inclusão escolar dos alunos com necessidades de saúde especiais Inicialmente passa pelo Serviço de Psicologia e Orientação e pela Equipa Multidisciplinar de Apoio à Educação Inclusiva. Na globalidade, consideram que muitas escolas ainda têm um longo caminho a percorrer para que se tornem em verdadeiras escolas inclusivas, o que requer mais recursos humanos e organizacionais específicos, necessidade de construção de uma sociedade inclusiva comprometida com as minorias, maior aceitação de todos os agentes educativos de que a escola tem de ser vista como espaço de todos e para todos, haver mais senso de justiça e equidade, mais trabalho colaborativo e em rede com as famílias e a comunidade, bem como maior estabilidade do corpo docente.
Conclusão: A escola inclusiva proporciona uma educação de melhor qualidade para todos os alunos e é fundamental para a mudança de atitudes discriminatórias. Esta deve promover o desenvolvimento de relações e interações sociais saudáveis. O respeito e a compreensão aumentam quando alunos com necessidades de saúde especiais socializam e aprendem com os seus pares. A educação que exclui e segrega perpetua a discriminação contra grupos tradicionalmente marginalizados. Quando a educação é mais inclusiva, também o são os conceitos de participação cívica, emprego e vida comunitária.
Background: Inclusive education values diversity and the unique contributions that each student with special health needs brings to the classroom. In a truly inclusive environment, all students must feel secure and have a sense of belonging. The school must have support, flexibility and resources to nurture encourage and meet the needs of all students. Objective: To get to know the teachers' perception about the inclusion of students with special health needs in a portuguese school located in Maputo, Mozambique. Methodology: Qualitative study, using the phenomenological method, using semi-structured interviews as an instrument of data collection. The 6 participants were recruited from the portuguese school in Maputo, Mozambique. Qualitative data analysis was used, with consequent content analysis. Results: From the analysis of the verbatim of the interviews, a generalized idea emerged that in the school where the teachers exercise their functions, the philosophy of inclusive education is rooted, which has specific human resources to support learning and the inclusion of students with special health needs, even that there is a need for more speech therapists, operational assistants, preferably with specific training and more specialized technicians. It has a multidisciplinary team to support inclusive education as a specific organizational resource to support learning and the inclusion of students with special health needs. They are unanimous in considering that it is not enough, despite having been given the best possible response with existing resources. All teachers are of the opinion that in their school in Maputo there are no cases of bullying, that students respect, accept and help their peers with special health needs, this school being an example at all levels. The articulation between all educational actors so that there is full school inclusion of students with special health needs Initially, it goes through the Psychology and Orientation Service and the Multidisciplinary Support Team for Inclusive Education. Overall, they consider that many schools still have a long way to go to become truly inclusive schools, which requires more specific human and organizational resources, the need to build an inclusive society committed to minorities, greater acceptance by all. educational agents that the school must be seen as a space for all and for all, there must be a greater sense of justice and equity, more collaborative and networked work with families and the community, as well as greater stability of the teaching staff. Conclusion: The inclusive school provides better quality education for all students and is fundamental for changing discriminatory attitudes. This should promote the development of healthy social relationships and interactions. Respect and understanding increase when students with special health needs socialize and learn from their peers. Education that excludes and segregates perpetuates discrimination against traditionally marginalized groups. When education is mo
Background: Inclusive education values diversity and the unique contributions that each student with special health needs brings to the classroom. In a truly inclusive environment, all students must feel secure and have a sense of belonging. The school must have support, flexibility and resources to nurture encourage and meet the needs of all students. Objective: To get to know the teachers' perception about the inclusion of students with special health needs in a portuguese school located in Maputo, Mozambique. Methodology: Qualitative study, using the phenomenological method, using semi-structured interviews as an instrument of data collection. The 6 participants were recruited from the portuguese school in Maputo, Mozambique. Qualitative data analysis was used, with consequent content analysis. Results: From the analysis of the verbatim of the interviews, a generalized idea emerged that in the school where the teachers exercise their functions, the philosophy of inclusive education is rooted, which has specific human resources to support learning and the inclusion of students with special health needs, even that there is a need for more speech therapists, operational assistants, preferably with specific training and more specialized technicians. It has a multidisciplinary team to support inclusive education as a specific organizational resource to support learning and the inclusion of students with special health needs. They are unanimous in considering that it is not enough, despite having been given the best possible response with existing resources. All teachers are of the opinion that in their school in Maputo there are no cases of bullying, that students respect, accept and help their peers with special health needs, this school being an example at all levels. The articulation between all educational actors so that there is full school inclusion of students with special health needs Initially, it goes through the Psychology and Orientation Service and the Multidisciplinary Support Team for Inclusive Education. Overall, they consider that many schools still have a long way to go to become truly inclusive schools, which requires more specific human and organizational resources, the need to build an inclusive society committed to minorities, greater acceptance by all. educational agents that the school must be seen as a space for all and for all, there must be a greater sense of justice and equity, more collaborative and networked work with families and the community, as well as greater stability of the teaching staff. Conclusion: The inclusive school provides better quality education for all students and is fundamental for changing discriminatory attitudes. This should promote the development of healthy social relationships and interactions. Respect and understanding increase when students with special health needs socialize and learn from their peers. Education that excludes and segregates perpetuates discrimination against traditionally marginalized groups. When education is mo
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Keywords
Inclusão Escola Alunos com necessidades de saúde especiais Moçambique Inclusion School Students with special health needs Mozambique