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Os professores do ensino especial e do ensino regular face ao decreto-lei nÂș 3/2008
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Abstract(s)
A problemĂĄtica em torno da inclusĂŁo tem-se manifestado pela necessidade de incluir todos os alunos no sistema escolar, devendo este ser adaptado e flexĂvel Ă s necessidades de cada um.
O presente estudo pretende abordar as questĂ”es associadas Ă s representaçÔes que os professores dos ensinos especial e regular tĂȘm da legislação referente Ă s Necessidades Educativas Especiais, nomeadamente face ao decreto-lei nÂș3/2008, numa amostra constituĂda por 10 professores do ensino especial e 17 professores do ensino regular.
Para tal, com base no decreto-lei nÂș 3/2008 foi realizado um guiĂŁo de entrevista que fosse ao encontro de vĂĄrios tĂłpicos fulcrais para conhecer as diferentes consideraçÔes dos professores.
ApĂłs a anĂĄlise dos resultados obtidos foi possĂvel perceber que os professores do ensino especial tĂȘm uma apreciação global mais positiva do decreto, enquanto os professores do ensino regular tĂȘm uma apreciação global mais negativa.
Quanto ao conhecimento e divulgação do decreto, os professores do ensino especial referem conhecer o decreto, cuja divulgação foi boa. Enquanto os professores do ensino regular afirmam ter um conhecimento mediano do decreto, referindo que a divulgação foi må ou inexistente.
Quanto Ă s sugestĂ”es referidas encontrĂĄmos como a mais importante em ambos os grupos de professores os ârecursos humanosâ, sendo para estes uma mais-valia para colmatar as necessidades dos alunos e dos professores na escola.
A investigação constante do desenvolvimento da legislação, junto dos intervenientes da comunidade educativa, parece ser a forma mais eficaz para se perceber se estamos perante um caminho inclusivo, como ambiciona o decreto-lei nÂș3/2008.
ABSTRACT: The problem with inclusion is manifested by the need to include all students in the school system, and this should be flexible and adapted to the needs of each one. This study aims to address issues related to the representations that teachers of special education and regular education have of the legislation of SEN, in particular with regards to the Decree-Law (Portuguese Governmental Law) No. 3 / 2008, a sample of 10 special education teachers and 17 teachers in the regular educational system. To this end, a script of an interview was made, based on an analysis of the Decree-Law No. 3 / 2008, which would meet a number of key topics covered by the decree in order to identify the different considerations for teachers. After analyzing the results it was possible to see that special education teachers have a more positive overall assessment of the decree, while regular education teachers have a more negative overall assessment. As to the knowledge and dissemination of the decree, the special education teachers report their knowledge of the decree, and state that the disclosure was good. While the regular education teachers say they have an average knowledge of the decree, stating that the disclosure was poor or virtually non-existent. These suggestions have found the most important in both groups of teachers "human resources", and so is an asset to meet the needs of students and teachers at school. The research contained in the development of legislation, among stakeholders in the education community seems to be the most effective ways to tell if this is an inclusive way, which the ordinance No. 3 / 2008 aims to do.
ABSTRACT: The problem with inclusion is manifested by the need to include all students in the school system, and this should be flexible and adapted to the needs of each one. This study aims to address issues related to the representations that teachers of special education and regular education have of the legislation of SEN, in particular with regards to the Decree-Law (Portuguese Governmental Law) No. 3 / 2008, a sample of 10 special education teachers and 17 teachers in the regular educational system. To this end, a script of an interview was made, based on an analysis of the Decree-Law No. 3 / 2008, which would meet a number of key topics covered by the decree in order to identify the different considerations for teachers. After analyzing the results it was possible to see that special education teachers have a more positive overall assessment of the decree, while regular education teachers have a more negative overall assessment. As to the knowledge and dissemination of the decree, the special education teachers report their knowledge of the decree, and state that the disclosure was good. While the regular education teachers say they have an average knowledge of the decree, stating that the disclosure was poor or virtually non-existent. These suggestions have found the most important in both groups of teachers "human resources", and so is an asset to meet the needs of students and teachers at school. The research contained in the development of legislation, among stakeholders in the education community seems to be the most effective ways to tell if this is an inclusive way, which the ordinance No. 3 / 2008 aims to do.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitårio
Keywords
InclusĂŁo Docentes do ensino regular DoceInclusionntes do ensino especial Decreto-lei nÂș 3/2008 Teachers of regular educational system Teachers of special education Decree-Law No. 3 / 2008