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Advisor(s)
Abstract(s)
A inclusão de alunos com Necessidades de Saúde Específicas (NSE) no ensino regular é um dos desafios que se colocam às escolas enquanto instituições educativas, aos professores enquanto agentes de mudança e atores estratégicos de todo o processo e aos demais profissionais que atuam na área da educação (Correia, 2008). Neste sentido, torna-se fundamental que as escolas do ensino regular conheçam as capacidades e necessidades dos alunos com NSE e a elas respondam da forma mais adequada possível, pois, só assim, atingiremos o sucesso de todos. Com esta investigação, procurámos compreender se os professores do 1.º
Ciclo do Ensino Básico (1.º CEB) têm a perceção das suas práticas consonantes com a filosofia da escola inclusiva. Para tal, foi realizada uma investigação de caráter descritivo, com recurso ao inquérito por questionário. O instrumento elaborado para o efeito foi aplicado a professores titulares de turma do 1.º CEB de três agrupamentos de escolas do distrito de Viseu.
Os dados obtidos permitem concluir que, em geral, os professores têm a perceção de que as suas práticas são inclusivas e de que as respostas à diversidade estão a ser desenvolvidas com recurso à diferenciação pedagógica. Contudo, os docentes inquiridos destacam a falta de recursos e o número elevado de alunos por turma, como as principais dificuldades que encontram para promover a inclusão, principalmente, no contexto da pandemia Covid19. Não obstante, os professores acreditam no processo da escola inclusiva, afirmando, na maioria, que “a escola é de todos e para todos”.
The inclusion of students with Specific Health Needs (SHN) in regular education is one of the challenges that schools face as educational institutions, teachers as agents of change and strategic actors in the entire process and other professionals working in the education field (Correia, 2008). In this sense, it is essential that regular schools are aware of the abilities and needs of students with SHN and respond to them in the most adequate way possible, as this is the only way to achieve success for all. With this research work, we tried to understand if primary school teachers (1st Cycle of Basic Education (1ºCEB) have the perception of their practices in line with the inclusive school philosophy. To this end, a descriptive investigation was carried out, using a questionnaire survey. The instrument developed for this purpose was applied to primary school class teachers of three schools’ clusters in the municipality of Viseu. The data obtained allow us to conclude that, in general, teachers are aware of their inclusive practices and responses to diversity are being developed using pedagogical differentiation. However, the teachers surveyed highlight the lack of resources and the high number of students per class as the main difficulties they encounter in promoting inclusion, especially in the Covid19 pandemic context. Nevertheless, the teachers believe in the inclusive school process, the majority stating, that “the school belongs to everyone and for everyone”.
The inclusion of students with Specific Health Needs (SHN) in regular education is one of the challenges that schools face as educational institutions, teachers as agents of change and strategic actors in the entire process and other professionals working in the education field (Correia, 2008). In this sense, it is essential that regular schools are aware of the abilities and needs of students with SHN and respond to them in the most adequate way possible, as this is the only way to achieve success for all. With this research work, we tried to understand if primary school teachers (1st Cycle of Basic Education (1ºCEB) have the perception of their practices in line with the inclusive school philosophy. To this end, a descriptive investigation was carried out, using a questionnaire survey. The instrument developed for this purpose was applied to primary school class teachers of three schools’ clusters in the municipality of Viseu. The data obtained allow us to conclude that, in general, teachers are aware of their inclusive practices and responses to diversity are being developed using pedagogical differentiation. However, the teachers surveyed highlight the lack of resources and the high number of students per class as the main difficulties they encounter in promoting inclusion, especially in the Covid19 pandemic context. Nevertheless, the teachers believe in the inclusive school process, the majority stating, that “the school belongs to everyone and for everyone”.
Description
Keywords
Necessidades de Saúde Especificas (NSE) Formação de professores Perceção de professores Práticas educativas Inclusão Special educational needs Teacher training Perception of teachers Educational practices inclusion