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Advisor(s)
Abstract(s)
Atualmente, a conceção de educação inclusiva reflete a necessidade de responder à
diversidade de necessidades dos alunos, promovendo uma maior participação na aprendizagem
e na vida da comunidade escolar. No decorrer do processo de inclusão, especialmente em
situações que envolvem crianças com Necessidades Educativas Especiais (NEE), as medidas
adotadas para integrar os jovens podem não ser as mais apropriadas. Neste sentido, conhecer a
perspetiva das famílias destes jovens revela-se crucial para implementar um ambiente educativo
mais inclusivo. As famílias, na maioria das vezes, são as pessoas que melhor conhecem os seus
jovens, podendo contribuir para o desenvolvimento de um ambiente onde todos os jovens vêm
as suas necessidades respeitadas.
Assim, no âmbito deste estudo, foi desenvolvido um guião de entrevista com o objetivo
de entrevistar cinco famílias de jovens que beneficiam de medidas adicionais de apoio à
aprendizagem e à inclusão. Através destas, pretendeu-se compreender a perspetiva de
inclusão/exclusão de famílias cujos filhos recebem apoio adicional para a aprendizagem e
inclusão. Estas entrevistas visaram, também, conhecer de que forma estas medidas têm sido
implementadas nas escolas, segundo a perspetiva das famílias selecionadas.
Tendo em consideração as cinco entrevistas realizadas, foi possível verificar que,
atualmente, ainda existem momentos e situações que põem em causa o direito de inclusão dos
jovens. Através dos relatos das famílias, ficámos a conhecer as diferentes barreiras que
dificultam o processo de inclusão dos jovens. Nesse sentido, a presente investigação permite
dar voz às famílias e compreender a perspetiva destes familiares sobre os conceitos de
inclusão/exclusão.
ABSTRACT: Nowadays, the concept of inclusive education underscores the pressing need to address the diverse requirements of students while promoting greater engagement in the learning process and the school community. During the inclusion process, particularly in cases involving children with Special Educational Needs (SEN), the measures adopted to accommodate these young people may not always be the most suitable. The families, being the ones who best understand their kids, significantly contribute to creating an environment that respects the needs of every young person. Thus, as part of this study, an interview script was developed to interview five families of young people who benefit from additional support measures for learning and inclusion. Throughout these interviews, the study focuses on to comprehend the inclusion/exclusion perspectives of families whose children receive additional support for learning and inclusion. Furthermore, the interviews aimed to gather insights regarding the implementation of these measures in schools from the perspective of the selected families. According with the five interviews, it is evident that moments and situations jeopardizing the right to the inclusion of young people still exist. Various obstacles hindering the inclusion process were identified through families’ accounts. Consequently, this current investigation aims to provide a voice for these families to express their perspectives and gain a deeper understanding of their views on inclusion/exclusion concepts.
ABSTRACT: Nowadays, the concept of inclusive education underscores the pressing need to address the diverse requirements of students while promoting greater engagement in the learning process and the school community. During the inclusion process, particularly in cases involving children with Special Educational Needs (SEN), the measures adopted to accommodate these young people may not always be the most suitable. The families, being the ones who best understand their kids, significantly contribute to creating an environment that respects the needs of every young person. Thus, as part of this study, an interview script was developed to interview five families of young people who benefit from additional support measures for learning and inclusion. Throughout these interviews, the study focuses on to comprehend the inclusion/exclusion perspectives of families whose children receive additional support for learning and inclusion. Furthermore, the interviews aimed to gather insights regarding the implementation of these measures in schools from the perspective of the selected families. According with the five interviews, it is evident that moments and situations jeopardizing the right to the inclusion of young people still exist. Various obstacles hindering the inclusion process were identified through families’ accounts. Consequently, this current investigation aims to provide a voice for these families to express their perspectives and gain a deeper understanding of their views on inclusion/exclusion concepts.
Description
Dissertação de Mestrado realizada sob a orientação
de Professor Doutor Sérgio Gaitas, apresentada no Ispa
– Instituto Universitário para obtenção de grau de
Mestre na especialidade de Psicologia da Educação.
Keywords
Perspetiva das famílias Inclusão Exclusão Colaboração entre família-escola Perspective of families Inclusion Exclusion Collaboration between familyschool