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Abstract(s)
O presente trabalho de projeto, realizado no âmbito do Mestrado em Educação Especial, Área de Especialização Domínio Cognitivo e Motor, tem como problema de investigação o seguinte: Entre os pressupostos de uma educação excludente, segregadora, integradora ou inclusiva, como são tipificadas as políticas e as práticas de educação especial, à luz das perceções dos professores de 1.º, 2.º e 3.º ciclos do ensino básico, com especial destaque para o grau de inclusão de alunos portadores de necessidades de saúde especiais?, para o qual foram definidos objetivos descritos mais à frente neste trabalho. Desta forma, a metodologia de investigação utilizada é de natureza quantitativa, não experimental, também denominado de paradigma positivista. Os participantes a envolver na investigação são professores do ensino básico, contemplando o 1.º, 2.º e 3.º ciclos, com ou sem especialização em Educação Especial, em Portugal, sendo que a seleção é não probabilística, por conveniência, ou seja, os participantes foram selecionados, tendo em conta contatos da rede pessoal da investigadora, e, também, em grupos de redes sociais dedicadas a professores do ensino básico. O que se pretende perceber é até que ponto se pode afirmar que existe inclusão ou não, visto que cada vez mais é um tema abordado e a própria legislação em vigor, como o Decreto-Lei n.º 54/2018, de 6 de julho, o Decreto-Lei n.º55/2018, de 6 de julho e o Despacho n.º 6478/2017, impulsiona a que as escolas sejam inclusivas e que os docentes utilizem métodos, práticas e dinâmicas adequadas às dificuldades de cada aluno, dando-lhes autonomia e flexibilidade para tal.
The present project work, carried out within the scope of the Master in Special Education, Area of Specialization Cognitive and Motor Domain, has the following research problem: Among the assumptions of an excluding, segregating, integrating or inclusive education, how are typified the policies and practices of special education, in the light of the perceptions of teachers in the 1st, 2nd and 3rd cycles of basic education, with special emphasis on the degree of inclusion of students with special health needs?, for which objectives described later in this work were defined. Thus, the research methodology used is of a quantitative, non-experimental nature, also called the positivist paradigm. The participants to be involved in the research are elementary school teachers, covering the 1st, 2nd and 3rd cycles, with or without specialization in Special Education, in Portugal, and the selection is non-probabilistic, for convenience, or that is, the participants were selected, taking into account contacts from the researcher's personal network, and also from social network groups dedicated to elementary school teachers. What we intend to understand is the extent to which it can be said that there is inclusion or not, since it is increasingly a topic addressed and the legislation in force, such as Decree-Law No. 54/2018, of 6 July , DecreeLaw no. them autonomy and flexibility to do so.
The present project work, carried out within the scope of the Master in Special Education, Area of Specialization Cognitive and Motor Domain, has the following research problem: Among the assumptions of an excluding, segregating, integrating or inclusive education, how are typified the policies and practices of special education, in the light of the perceptions of teachers in the 1st, 2nd and 3rd cycles of basic education, with special emphasis on the degree of inclusion of students with special health needs?, for which objectives described later in this work were defined. Thus, the research methodology used is of a quantitative, non-experimental nature, also called the positivist paradigm. The participants to be involved in the research are elementary school teachers, covering the 1st, 2nd and 3rd cycles, with or without specialization in Special Education, in Portugal, and the selection is non-probabilistic, for convenience, or that is, the participants were selected, taking into account contacts from the researcher's personal network, and also from social network groups dedicated to elementary school teachers. What we intend to understand is the extent to which it can be said that there is inclusion or not, since it is increasingly a topic addressed and the legislation in force, such as Decree-Law No. 54/2018, of 6 July , DecreeLaw no. them autonomy and flexibility to do so.
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Keywords
Educação inclusiva Educação especial Escola inclusiva Inclusão Necessidades de saúde especiais Inclusion Inclusive education Inclusive school Special education Special health needs