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Publication
Escola Inclusiva: Perceções dos professores do Ensino Básico sobre o quadro legal e Formação na Educação Inclusiva
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Abstract(s)
A inclusão de alunos com Necessidades Educativas Específicas (NEE) constitui uma temática crucial na educação contemporânea, sendo a formação dos professores um fator determinante para que esses alunos sejam acolhidos e integrados de forma eficaz. Em Portugal, com a publicação do Decreto-Lei n.º 54/2018, de 6 de julho, estabelece-se que todos os alunos podem beneficiar de medidas de suporte à aprendizagem e à inclusão. Neste enquadramento, torna-se pertinente investigar como são implementadas estas medidas nas escolas do Ensino Básico. Este estudo visa explorar as perceções dos professores do Ensino Básico relativamente ao quadro legal vigente e à formação docente no contexto de uma escola inclusiva. Para estruturar a investigação, foram formuladas questões orientadoras que se focam na identificação das estratégias e práticas pedagógicas que promovem o acesso, a participação e a aprendizagem dos alunos com NEE, assim como a sua integração em contextos e atividades do ensino regular. Para o efeito, desenvolveu-se um estudo quantitativo, não experimental e exploratório, recorrendo-se ao inquérito por questionário ad hoc. A amostra foi constituída por conveniência, envolvendo 102 professores selecionados por meio de um processo de amostragem não probabilística. Foram formuladas questões orientadoras que visam identificar as estratégias e práticas de ensino que promovem o acesso, a participação e a aprendizagem dos alunos com NEE no Ensino Regular. Os resultados revelam que os professores têm conhecimento sobre a legislação de inclusão, mas ainda apresentam dificuldades na implementação de práticas inclusivas em sala de aula. Além disso, destacaram limitações importantes, como a falta de recursos adequados, o número elevado de alunos por turma e a insuficiência de apoios técnicos e especializados nas escolas. Também foi salientada a existência de um distanciamento significativo entre a teoria apresentada nas formações e a realidade prática experienciada nas escolas, o que dificulta a aplicação dos princípios da escola inclusiva. Concluiu-se que a educação inclusiva é um desafio constante para os profissionais do ensino e que a formação de professores desempenha um papel fundamental na superação das barreiras encontradas. Contudo, para que estas práticas inclusivas sejam realmente eficazes, torna-se necessário um esforço coletivo que vá além da formação docente, incluindo o incremento na dotação de recursos e melhorias na articulação entre as equipas multidisciplinares.
The inclusion of students with Special Educational Needs (SEN) is a crucial topic in contemporary education, with teacher training being a determining factor for effectively welcoming and integrating these students. In Portugal, with the publication of Decree-Law No. 54/2018, dated July 6, it is established that all students can benefit from measures to support learning and inclusion. Within this framework, it is pertinent to investigate how these measures are implemented in Basic Education schools. This study aims to explore the perceptions of Basic Education teachers regarding the current legal framework and teacher training in the context of an inclusive school. To structure the research, guiding questions were formulated, focusing on the identification of strategies and teaching practices that promote access, participation, and learning for students with SEN, as well as their integration into regular education contexts and activities. To this end, a non-experimental, exploratory quantitative study was developed, using an ad hoc questionnaire survey. The sample was convenience-based, involving 102 teachers selected through a non-probability sampling process. Guiding questions were formulated to identify teaching strategies and practices that promote access, participation, and learning for students with SEN in regular education. The results show that teachers are knowledgeable about inclusive legislation, but still face challenges in implementing inclusive practices in the classroom. Additionally, significant limitations were highlighted, such as the lack of adequate resources, the high number of students per class, and insufficient technical and specialized support in schools. It was also noted that there is a significant gap between the theory presented in teacher training and the practical reality experienced in schools, which hinders the application of inclusive school principles. It was concluded that inclusive education is an ongoing challenge for education professionals, and that teacher training plays a key role in overcoming the barriers encountered. However, for these inclusive practices to be truly effective, a collective effort is required, going beyond teacher training, and including an increase in resource allocation and improvements in the coordination between multidisciplinary teams.
The inclusion of students with Special Educational Needs (SEN) is a crucial topic in contemporary education, with teacher training being a determining factor for effectively welcoming and integrating these students. In Portugal, with the publication of Decree-Law No. 54/2018, dated July 6, it is established that all students can benefit from measures to support learning and inclusion. Within this framework, it is pertinent to investigate how these measures are implemented in Basic Education schools. This study aims to explore the perceptions of Basic Education teachers regarding the current legal framework and teacher training in the context of an inclusive school. To structure the research, guiding questions were formulated, focusing on the identification of strategies and teaching practices that promote access, participation, and learning for students with SEN, as well as their integration into regular education contexts and activities. To this end, a non-experimental, exploratory quantitative study was developed, using an ad hoc questionnaire survey. The sample was convenience-based, involving 102 teachers selected through a non-probability sampling process. Guiding questions were formulated to identify teaching strategies and practices that promote access, participation, and learning for students with SEN in regular education. The results show that teachers are knowledgeable about inclusive legislation, but still face challenges in implementing inclusive practices in the classroom. Additionally, significant limitations were highlighted, such as the lack of adequate resources, the high number of students per class, and insufficient technical and specialized support in schools. It was also noted that there is a significant gap between the theory presented in teacher training and the practical reality experienced in schools, which hinders the application of inclusive school principles. It was concluded that inclusive education is an ongoing challenge for education professionals, and that teacher training plays a key role in overcoming the barriers encountered. However, for these inclusive practices to be truly effective, a collective effort is required, going beyond teacher training, and including an increase in resource allocation and improvements in the coordination between multidisciplinary teams.
Description
Keywords
perceções dos professores legislação inclusão escolar formação necessidades específicas teacher perceptions legislation school inclusion training special needs inclusive education