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Advisor(s)
Abstract(s)
O presente projeto é fruto de uma investigação sobre a inclusão escolar de alunos com Necessidades de Saúde Especiais (NSE) no Ensino Básico, à luz do Decreto-Lei nº 54/2018, de 6 de julho. Adotando o referencial da educação inclusiva, sustentada em princípios fundamentais, a escola deve responder às diferentes necessidades de todos os alunos, potenciando a sua participação na aprendizagem e na comunidade escolar. Neste estudo procuramos responder à questão “Quais as perceções dos intervenientes do processo educativo de alunos com NSE sobre a inclusão escolar, verificando, em que medida, variam em função de variáveis sociodemográficas, formativas e experiência profissional? Trata-se de uma investigação de natureza quantitativa, não experimental. A recolha de dados foi realizada através de um inquérito por questionário, que incluiu a subescala do Índex para a Inclusão (Booth & Ainscow, 2002), dirigido a professores do ensino regular, professores da educação especial, técnicos especializados e pais/ encarregados de educação de crianças/alunos com NSE do Ensino Básico, pertencentes à Região Centro do território continental de Portugal. A amostra, por conveniência, contou com o envolvimento de 154 participantes. Após as análises estatísticas, a investigação possibilitou-nos concluir que efetivamente existem diferenças estatisticamente significativas nas perceções dos intervenientes do processo educativo de alunos com NSE sobre a inclusão escolar, formação e práticas inclusivas, em função de variáveis sociodemográficas, formativas e experiência profissional.
The present project is the result of an investigation into the school inclusion of students with Special Health Needs (SES) in Basic Education, in the light of Decree-Law nº 54/2018, of 6 July. Adopting the framework of inclusive education, based on fundamental principles, the school must respond to the different needs of all students, enhancing their participation in learning and in the school community. In this study we seek to answer the question “What are the perceptions of those involved in the educational process of students with SES about school inclusion, verifying to what extent they vary depending on sociodemographic, training and professional experience variables? This is a quantitative, non-experimental investigation. Data collection was carried out through a questionnaire survey, which included the Index for Inclusion subscale (Booth & Ainscow, 2002), aimed at regular education teachers, special education teachers, specialized technicians and parents/guardians. of children/students with SES from Basic Education, belonging to the Central Region of mainland Portugal. The sample, for convenience, had the involvement of 154 participants. After the statistical analyses, the investigation allowed us to conclude that there are actually statistically significant differences in the perceptions of those involved in the educational process of students with SES on school inclusion, training and inclusive practices, depending on sociodemographic, training and professional experience variables.
The present project is the result of an investigation into the school inclusion of students with Special Health Needs (SES) in Basic Education, in the light of Decree-Law nº 54/2018, of 6 July. Adopting the framework of inclusive education, based on fundamental principles, the school must respond to the different needs of all students, enhancing their participation in learning and in the school community. In this study we seek to answer the question “What are the perceptions of those involved in the educational process of students with SES about school inclusion, verifying to what extent they vary depending on sociodemographic, training and professional experience variables? This is a quantitative, non-experimental investigation. Data collection was carried out through a questionnaire survey, which included the Index for Inclusion subscale (Booth & Ainscow, 2002), aimed at regular education teachers, special education teachers, specialized technicians and parents/guardians. of children/students with SES from Basic Education, belonging to the Central Region of mainland Portugal. The sample, for convenience, had the involvement of 154 participants. After the statistical analyses, the investigation allowed us to conclude that there are actually statistically significant differences in the perceptions of those involved in the educational process of students with SES on school inclusion, training and inclusive practices, depending on sociodemographic, training and professional experience variables.
Description
Keywords
Inclusão Escolar Necessidades Saúde Especiais (NSE) Ensino Básico School Inclusion Special Health Needs (NSE) Basic Education