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Publication
As atitudes dos professores face à inclusão de crianças com necessidades educativas especiais no 1º ciclo do ensino regular
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Advisor(s)
Abstract(s)
O presente estudo tem como objetivo conhecer as atitudes dos professores face à
inclusão de crianças com necessidades educativas especiais no primeiro ciclo do ensino
regular. Foram consideradas algumas variáveis de análise como o género, as habilitações
académicas, a experiência profissional e a formação específica em NEE. O estudo conta
com a participação de 75 professores do primeiro ciclo do ensino regular que responderam
ao questionário Atitudes dos Professores do 1ºCiclo Face à Inclusão de Alunos com NEE
no Ensino Regular, elaborado especificamente para este estudo. O questionário é
composto por 24 itens, agrupados em 8 dimensões: 1) Itens gerais; (2)
benefícios/prejuízos para o próprio aluno com NEE; (3) benefícios/prejuízos para os pares
sem NEE; (4) benefícios/prejuízos sociais/emocionais para o próprio aluno com NEE; (5)
benefícios/prejuízos sociais/emocionais para os pares sem NEE; (6) benefícios/prejuízos
a nível comportamental para o próprio aluno com NEE; (7) benefícios/prejuízos a nível
comportamental para os pares sem NEE; (8) itens de gestão do professor. A aplicação do
questionário demonstrou boas qualidades psicométricas, especificamente ao nível da
consistência interna ( = 0,95) e a média das respostas dos professores foi (M=3.55), ou
seja, é possível afirmar que os professores do primeiro ciclo suportam atitudes positivas
relativamente à inclusão de crianças com NEE no ensino regular. Contudo, na análise das
hipóteses formuladas, os resultados obtidos indicam que o género, as habilitações
académicas, a experiência profissional e a formação específica em necessidades
educativas especiais não aparentam ter influência sobre as atitudes dos professores em
relação à inclusão de alunos com NEE no ensino regular.
ABSTRACT: The present study aims to know the attitudes of teachers towards the inclusion of children with special educational needs in the first cycle of regular education. Some analysis variables were considered, such as gender, academic qualifications, professional experience, and specific training in SEN. The study has the participation of 75 teachers of the first cycle of regular education who answered the questionnaire Attitudes of 1st Cycle Teachers Towards the Inclusion of Students with SEN in Regular Education, prepared specifically for this study. The questionnaire consists of 24 items, grouped into 8 dimensions: 1) General items; (2) benefits/losses for the student with SEN; (3) benefits/harms for peers without SEN; (4) social/emotional benefits/losses for the student with SEN; (5) social/emotional benefits/harms for peers without SEN; (6) behavioral benefits/losses for the student with SEN; (7) behavioural benefits/harms for peers without SEN; (8) Teacher management items. The application of the questionnaire demonstrated good psychometric qualities, specifically in terms of internal consistency ( = 0.95) and the average of the teachers' answers was (M = 3.55), i.e., it is possible to affirm that primary school teachers support positive attitudes towards the inclusion of children with SEN in regular education. However, in the analysis of the hypotheses formulated, the results obtained indicate that gender, academic qualifications, professional experience, and specific training in special educational needs do not seem to have an influence on teachers' attitudes towards the inclusion of students with SEN in mainstream education.
ABSTRACT: The present study aims to know the attitudes of teachers towards the inclusion of children with special educational needs in the first cycle of regular education. Some analysis variables were considered, such as gender, academic qualifications, professional experience, and specific training in SEN. The study has the participation of 75 teachers of the first cycle of regular education who answered the questionnaire Attitudes of 1st Cycle Teachers Towards the Inclusion of Students with SEN in Regular Education, prepared specifically for this study. The questionnaire consists of 24 items, grouped into 8 dimensions: 1) General items; (2) benefits/losses for the student with SEN; (3) benefits/harms for peers without SEN; (4) social/emotional benefits/losses for the student with SEN; (5) social/emotional benefits/harms for peers without SEN; (6) behavioral benefits/losses for the student with SEN; (7) behavioural benefits/harms for peers without SEN; (8) Teacher management items. The application of the questionnaire demonstrated good psychometric qualities, specifically in terms of internal consistency ( = 0.95) and the average of the teachers' answers was (M = 3.55), i.e., it is possible to affirm that primary school teachers support positive attitudes towards the inclusion of children with SEN in regular education. However, in the analysis of the hypotheses formulated, the results obtained indicate that gender, academic qualifications, professional experience, and specific training in special educational needs do not seem to have an influence on teachers' attitudes towards the inclusion of students with SEN in mainstream education.
Description
Dissertação de Mestrado apresentada no ISPA
– Instituto Universitário para obtenção de grau de
Mestre na especialidade de Psicologia da Educação.
Keywords
Inclusão Necessidades educativas especiais Atitudes Inclusion Special Educational Needs Attitudes