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Authors
Advisor(s)
Abstract(s)
O
presente relatório final de estágio foi realizado no âmbito do Mestrado em Educação
Pré-escolar e ensino do 1º CEB. É composto por duas partes que se complementam,
abrangendo desta forma uma reflexão crítica sobre as práticas de Ensino
Supervisionadas com um enfoque investigativo numa problemática proveniente
destas.
O trabalho de investigação pretende realizar uma abordagem sobre a inclusão de
crianças com necessidades educativas especiais no ensino especial segundo as
perspectivas dos professores de educação especial e do ensino regular.
Neste sentido estabelecemos como objetivos a avaliar o processo de inclusão,
identificar os seus benefícios e os obstáculos, bem como conhecer as medidas a
implementar na sua concretização.
O estudo enquadra-se numa metodologia de natureza quantitativa, utilizando como
instrumento de recolha de dados o inquérito por questionário.
Em conclusão e de modo geral podemos referir que os professores de educação
especial e do ensino regular apresentam perspetivas distintas face à inclusão das
crianças com necessidades educativas especiais. Os resultados obtidos permitiram
ainda constatar que as adequações curriculares, os programas individualizados e as
alterações da prática pedagógica constituem medidas educativas a implementar no
processo de inclusão destas crianças.
The following final internship report was written within the framework of the Master in Preschool and 1st cycle of education teaching. It is composed by two complementary parts, comprising a critical reflection on the practices of Supervised Teaching and focusing on a problematic issue that derives from these. This research aims to conduct an approach on the inclusion of children with special educational needs in the special education system, according to the special and regular education teachers. Hence, the objectives to be evaluated will be the process of inclusion and the identification of its benefits and obstacles, in addition to the measures to be applied in its accomplishment. The study was based on a quantitative methodology, using as an instrument of data collection a survey. In conclusion and generally speaking, the special and regular education teachers show distinct perspectives regarding the children with special education needs’ inclusion. Furthermore, the results led to note that the curricular adaptations, individualized programs and changes in teaching practice are educational measures to be implemented in the process of these children’s inclusion.
The following final internship report was written within the framework of the Master in Preschool and 1st cycle of education teaching. It is composed by two complementary parts, comprising a critical reflection on the practices of Supervised Teaching and focusing on a problematic issue that derives from these. This research aims to conduct an approach on the inclusion of children with special educational needs in the special education system, according to the special and regular education teachers. Hence, the objectives to be evaluated will be the process of inclusion and the identification of its benefits and obstacles, in addition to the measures to be applied in its accomplishment. The study was based on a quantitative methodology, using as an instrument of data collection a survey. In conclusion and generally speaking, the special and regular education teachers show distinct perspectives regarding the children with special education needs’ inclusion. Furthermore, the results led to note that the curricular adaptations, individualized programs and changes in teaching practice are educational measures to be implemented in the process of these children’s inclusion.
Description
Keywords
Inclusão Professores Educação especial Necessidades educativas especiais Crianças
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu