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Abstract(s)
Com a evolução do conceito da inclusão em diversos países, após a Declaração de Salamanca (1994), a sociedade passou a exigir políticas e medidas que favorecem o paradigma da inclusão. No caso de Portugal, as ações de inclusão de alunos com Necessidades de Saúde Especiais (NSE) no meio escolar chegam com o Decreto-Lei n° 54/2018, de 6 de julho, um marco na busca da igualdade de oportunidades, com a implementação de políticas e praticas inclusivas. Com o intuito de identificar a perceção de docentes do Ensino Secundário (ES) sobre inclusão, políticas e práticas inclusivas, foram recolhidos dados em três escolas secundárias públicas da região centro. Para o efeito, utilizámos um inquérito por questionário como instrumento de recolha de dados. A amostra utilizada é caráter não probabilístico, sendo composta por 86 professores pertencentes às instituições de ensino supramencionadas. O estudo enquadra-se no paradigma positivista, sustentado numa metodologia quantitativa não experimental. Os resultados apresentados revelam diferenças significativas na perceção de aspetos específicos da inclusão, em função das variáveis sexo do inquirido, formação contínua na área da Educação Inclusiva (EI) e experiência anterior com alunos NSE. As variáveis idade e tempo de serviço não evidenciaram um efeito significativo nas perceções dos professores sobre inclusão. No que diz respeito às perceções sobre políticas e praticas inclusivas, também se verificou a influencia de variáveis sociodemográficas, formativas e de experiência (sexo, formação continua, experiência com alunos NSE), em especial nas perceções sobre políticas inclusivas. O processo de inclusão pode ser considerado longo, ou, em algum momento utópico, mas não se pode deixar de ser um ideal a ser construído para que os alunos NSE possam usufruir do ES e com isto, diversos desafios cresçam no meio escolar, sendo que todo corpo escolar precisa de se adaptar à nova realidade inclusiva.
With the evolution of the concept of inclusion in several countries, after the Salamanca Declaration (1994), society began to demand policies and measures that favor the inclusion paradigm. In the case of Portugal, actions to include students with Special Health Needs (SES) in the school environment arrive with Decree-Law n° 54/2018, of July 6, a milestone in the search for equal opportunities, with the implementation of inclusive policies and practices. To identify the perception of Secondary Education (ES) teachers about inclusion, inclusive policies and practices, data were collected in three public secondary schools in the central region. For this purpose, we used a questionnaire survey as a data collection instrument. The sample used is non-probabilistic, being composed of 86 teachers belonging to the educational institutions. The study fits into the positivist paradigm, supported by a non-experimental quantitative methodology. The results presented reveal significant differences in the perception of specific aspects of inclusion, depending on the variables gender of the respondent, continuous training in the field of Inclusive Education (EI) and previous experience with NSE students. The variables age and length of service did not show a significant effect on teachers' perceptions of inclusion. Regarding perceptions of inclusive policies and practices, the influence of sociodemographic, training and experience variables (gender, continuing education, experience with NSE students) was also verified, especially on perceptions of inclusive policies. The inclusion process can be considered long, or, at some point, utopian, but it cannot fail to be an ideal to be built so that NSE students can enjoy ES and with this, several challenges grow in the school environment, being that every school body needs to adapt to the new inclusive reality.
With the evolution of the concept of inclusion in several countries, after the Salamanca Declaration (1994), society began to demand policies and measures that favor the inclusion paradigm. In the case of Portugal, actions to include students with Special Health Needs (SES) in the school environment arrive with Decree-Law n° 54/2018, of July 6, a milestone in the search for equal opportunities, with the implementation of inclusive policies and practices. To identify the perception of Secondary Education (ES) teachers about inclusion, inclusive policies and practices, data were collected in three public secondary schools in the central region. For this purpose, we used a questionnaire survey as a data collection instrument. The sample used is non-probabilistic, being composed of 86 teachers belonging to the educational institutions. The study fits into the positivist paradigm, supported by a non-experimental quantitative methodology. The results presented reveal significant differences in the perception of specific aspects of inclusion, depending on the variables gender of the respondent, continuous training in the field of Inclusive Education (EI) and previous experience with NSE students. The variables age and length of service did not show a significant effect on teachers' perceptions of inclusion. Regarding perceptions of inclusive policies and practices, the influence of sociodemographic, training and experience variables (gender, continuing education, experience with NSE students) was also verified, especially on perceptions of inclusive policies. The inclusion process can be considered long, or, at some point, utopian, but it cannot fail to be an ideal to be built so that NSE students can enjoy ES and with this, several challenges grow in the school environment, being that every school body needs to adapt to the new inclusive reality.
Description
Keywords
perceção dos professores ensino secundário inclusão necessidades de saúde especiais educação especial teachers’ perception high school inclusion special health needs special education