| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 932.31 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Há muito se fala de inclusão e escola inclusiva. Em Portugal, um longo caminho se tem percorrido até aos dias de hoje. A legislação portuguesa, considerada das mais avançadas, tem vindo a acompanhar as mudanças que se têm operado no resto do mundo, adotando as diretrizes internacionais que existem para garantir os direitos da maior minoria mundial - as pessoas com deficiência/incapacidade -, nomeadamente a Convenção dos Direitos das Pessoas com Deficiência.
A nossa investigação centra-se nos alunos com Perturbação de Desenvolvimento Intelectual (PDI), em medida educativa de Currículo Específico Individual (CEI). A análise centrou-se nas perceções dos professores sobre as práticas inclusivas, atendendo à dimensão dos direitos humanos, com os alunos com PDI em medida CEI, e como é que se caracterizam estas perceções em função de aspetos de natureza sociodemográfica e profissional. A nossa opção na recolha de dados recaiu num inquérito por questionário, junto de uma amostra de 30 participantes. Os resultados permitem confirmar que existem perceções mais favoráveis às práticas inclusivas e ao conhecimento dos direitos dos alunos com PDI em medida CEI, no que diz respeito aos docentes que têm experiência de trabalho direto com estes alunos.
Este estudo constituiu-se como um contributo para o aumento do conhecimento das perceções dos professores sobre a inclusão destes alunos na turma do ensino regular. Permitiu uma reflexão sobre a importância da classe docente se questionar e assumir os direitos humanos como imperativo ético indispensável no seu desenvolvimento pessoal e profissional, impondo-se a necessidade premente da implementação de práticas inclusivas que permitam o acesso destes alunos ao currículo e à efetiva participação com os pares, numa escola que é de todos e para todos.
Inclusion and inclusive education have long been discussed. Portugal has come a long way in the last decades. Portuguese legislation, which is considered to be one of the most advanced, has been following international changes and adopting guidelines that guarantee rights to the biggest world minority – people with disability -, namely the Convention on the Rights of Persons with Disabilities. Our study focuses on students with Intellectual Development Disorder (IDD) under the Portuguese legislative measure of Currículo Específico Individual (CEI), which means individual specific curriculum. We analysed teachers’ perceptions on inclusive practices with students with IDD under the measure of CEI, taking into account the human rights’ dimension, and explored how it relates to socio demographic and professional characteristics. Data was collected through a questionnaire completed by a sample of 30 participants. The results confirm that teachers who have direct work experience with these students have better perceptions about inclusive practices and rights of people with IDD. This study contributes to the knowledge on the teachers’ perception about inclusion of students with IDD in a regular class. It promotes reflection on how important it is for teachers to think about the human rights as an indispensable ethical imperative on their personal and professional development. It also shows urgency on the implementation of inclusive practices that give access to the curriculum to students with IDD and that promote peers’ participation, in a school that is for everyone.
Inclusion and inclusive education have long been discussed. Portugal has come a long way in the last decades. Portuguese legislation, which is considered to be one of the most advanced, has been following international changes and adopting guidelines that guarantee rights to the biggest world minority – people with disability -, namely the Convention on the Rights of Persons with Disabilities. Our study focuses on students with Intellectual Development Disorder (IDD) under the Portuguese legislative measure of Currículo Específico Individual (CEI), which means individual specific curriculum. We analysed teachers’ perceptions on inclusive practices with students with IDD under the measure of CEI, taking into account the human rights’ dimension, and explored how it relates to socio demographic and professional characteristics. Data was collected through a questionnaire completed by a sample of 30 participants. The results confirm that teachers who have direct work experience with these students have better perceptions about inclusive practices and rights of people with IDD. This study contributes to the knowledge on the teachers’ perception about inclusion of students with IDD in a regular class. It promotes reflection on how important it is for teachers to think about the human rights as an indispensable ethical imperative on their personal and professional development. It also shows urgency on the implementation of inclusive practices that give access to the curriculum to students with IDD and that promote peers’ participation, in a school that is for everyone.
Description
Keywords
alunos com Perturbação do Desenvolvimento Intelectual Currículo Específico Individual direitos humanos perceções de professores práticas inclusivas human rights inclusive practices individual specific curriculum teachers’ perception students with Intellectual Development Disorder