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Perceção dos professores do 2.º Ciclo do Ensino Básico face à inclusão de Alunos com Necessidades de Saúde Especiais (NSE)
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| 1.78 MB | Adobe PDF |
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Abstract(s)
O Decreto-Lei n.º 54/2018, de 6 de julho, estabelece os princípios e as normas que garantem a inclusão enquanto processo que visa dar resposta à diversidade. Partindo desse pressuposto, surgem 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, desenvolveu-se o presente estudo com o objetivo de compreender a perceção dos professores do 2.º Ciclo do Ensino Básico face à inclusão de alunos com Necessidades de Saúde Especiais nas suas turmas. Foi realizada uma investigação de natureza quantitativa, com recurso ao inquérito por questionário dirigido aos professores do 2.º Ciclo do Ensino Básico, de um concelho da região centro interior de Portugal. A amostra por conveniência contou com o envolvimento de 32 participantes. Os dados obtidos permitem concluir que os professores inquiridos avaliam o seu grau de conhecimento como elevado face ao referido decreto, encaram a inclusão como benéfica para todos os alunos, apesar da exigência das respostas à diversidade e à diferenciação pedagógica. Destacam a falta de recursos, o número elevado de alunos por turma e as falhas na formação dos professores como as principais dificuldades na implementação de uma escola inclusiva. Contudo, os professores acreditam no processo e consideram-se, na sua maioria, professores inclusivos.
Decree-Law No. 54/2018, of 6 July, establishes the principles and standards that guarantee inclusion as a process that aims to respond to diversity. Based on this assumption, challenges arise for schools as educational institutions, for teachers as agents of change and strategic actors in the whole process, and for other professionals who work in the area of education (Correia, 2008). In this sense, the present study was developed with the objective of understanding the perception of teachers of the 2nd Cycle of Basic Education regarding the inclusion of students with Special Health Needs in their classes. A quantitative investigation was carried out, using a questionnaire survey addressed to the teachers of the 2nd Cycle of Basic Education, a municipality in the central interior region of Portugal. The convenience sample involved 32 participants. The data obtained allow us to conclude that the teachers surveyed evaluate their degree of knowledge as high in view of the aforementioned decree, see inclusion a beneficial for all students despite the demand for responses to diversity and pedagogical differentiation. They highlight the lack of resources, the high number of students per class and the failures in teacher training as the main difficulties in the implementation of an inclusive school. However, teachers believe in the process and consider themselves, for the most part, inclusive teachers.
Decree-Law No. 54/2018, of 6 July, establishes the principles and standards that guarantee inclusion as a process that aims to respond to diversity. Based on this assumption, challenges arise for schools as educational institutions, for teachers as agents of change and strategic actors in the whole process, and for other professionals who work in the area of education (Correia, 2008). In this sense, the present study was developed with the objective of understanding the perception of teachers of the 2nd Cycle of Basic Education regarding the inclusion of students with Special Health Needs in their classes. A quantitative investigation was carried out, using a questionnaire survey addressed to the teachers of the 2nd Cycle of Basic Education, a municipality in the central interior region of Portugal. The convenience sample involved 32 participants. The data obtained allow us to conclude that the teachers surveyed evaluate their degree of knowledge as high in view of the aforementioned decree, see inclusion a beneficial for all students despite the demand for responses to diversity and pedagogical differentiation. They highlight the lack of resources, the high number of students per class and the failures in teacher training as the main difficulties in the implementation of an inclusive school. However, teachers believe in the process and consider themselves, for the most part, inclusive teachers.
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Decreto-Lei n.º 54/2018 de 6 de julho Inclusão escolar Perceção dos professores do 2.º Ciclo Ensino Básico Necessidades de Saúde Especiais (NSE) School inclusion Perception of teachers of the 2nd Cycle of Basic Education Decree-Law No. 54/2018 of 6 July Special Health Needs (NSE)
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