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A perceção dos alunos relativamente à inclusão no contexto escolar
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Um aluno verdadeiramente incluído significa participação ativa no processo de aprendizagem, nutrindo sentimentos de valorização e aceitação pela comunidade educativa.
Deste modo, este estudo procura compreender a perceção que os alunos do ensino básico têm sobre a inclusão, no contexto escolar. A análise incide sobre as dimensões emocional, social, académica, e apoio do professor, considerando alunos migrantes, alunos com medidas seletivas e alunos regulares, uma vez que tal compreensão é essencial para estipular práticas pedagógicas eficazes e garantir um ambiente escolar inclusivo.
O estudo incluiu 282 alunos: 33 migrantes, 14 com medidas seletivas e 235 regulares. Para a recolha de dados foi utilizada presencialmente uma adaptação de 19 itens e 4 dimensões (Inclusão social, Inclusão emocional, Autoconceito académico, Apoio e suporte do professor), construída a partir de dois instrumentos previamente utilizados: o Perceptions of Inclusion Questionaire (PIQ) desenvolvido por Zurbrigen et al. (2019), e a dimensão Apoio do professor do Inclusion Climate Scale (ICS) (Schwab et al., 2018).
De forma geral, os resultados indicaram que os alunos apresentam níveis elevados de perceção de inclusão emocional, social e de apoio do professor. No entanto, em termos de autoconceito académico, verificaram-se níveis médios, onde se registaram diferenças significativas entre os alunos com medidas seletivas e os restantes grupos. Na análise segundo os ciclos de ensino, verificaram-se diferenças significativas na perceção de inclusão em todas as dimensões.
Estes resultados sugerem que o agrupamento selecionado proporciona um ambiente de apoio, seguro e capaz de promover o bem-estar e a integração de todos os alunos, incluindo os grupos mais vulneráveis.
A truly included student actively participates in the learning process, nurturing feelings of appreciation and acceptance within the educational community. In this way, the present study therefore aims to understand how inclusion is perceived by primary school students in a school context. The analysis focuses on the emotional, social, academic, and teacher support dimensions, considering three groups: migrant students, students with selective measures and regular students. This understanding is crucial for designing effective pedagogical practices and ensuring a genuinely inclusive school environment. The sample consisted of 282 students: 235 regular students, 14 students with selective measures and 33 migrant students. Data were collected in person using an adapted 19-item questionnaire based on two previously validated instruments: the Perceptions of Inclusion Questionnaire (PIQ) developed by Zurbriggen et al. (2019) and the 'Teacher Support' dimension of the Inclusion Climate Scale (ICS) (Schwab et al., 2018). The questionnaire covered four dimensions: Social Inclusion, Emotional Inclusion, Academic Self-concept, and Teacher Support. Overall, the results indicated high levels of perceived emotional and social inclusion, as well as teacher support. However, medium levels were found in terms of academic self-concept, with significant differences between students with selective measures and the other groups. Analysis by educational cycle also revealed significant differences across all dimensions. These results suggest that the participating school has well-established inclusive practices in place, providing a safe and supportive environment that promotes the well-being and integration of all students, including those from more vulnerable groups.
A truly included student actively participates in the learning process, nurturing feelings of appreciation and acceptance within the educational community. In this way, the present study therefore aims to understand how inclusion is perceived by primary school students in a school context. The analysis focuses on the emotional, social, academic, and teacher support dimensions, considering three groups: migrant students, students with selective measures and regular students. This understanding is crucial for designing effective pedagogical practices and ensuring a genuinely inclusive school environment. The sample consisted of 282 students: 235 regular students, 14 students with selective measures and 33 migrant students. Data were collected in person using an adapted 19-item questionnaire based on two previously validated instruments: the Perceptions of Inclusion Questionnaire (PIQ) developed by Zurbriggen et al. (2019) and the 'Teacher Support' dimension of the Inclusion Climate Scale (ICS) (Schwab et al., 2018). The questionnaire covered four dimensions: Social Inclusion, Emotional Inclusion, Academic Self-concept, and Teacher Support. Overall, the results indicated high levels of perceived emotional and social inclusion, as well as teacher support. However, medium levels were found in terms of academic self-concept, with significant differences between students with selective measures and the other groups. Analysis by educational cycle also revealed significant differences across all dimensions. These results suggest that the participating school has well-established inclusive practices in place, providing a safe and supportive environment that promotes the well-being and integration of all students, including those from more vulnerable groups.
Descrição
Dissertação de Mestrado apresentada no Ispa – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação.
Palavras-chave
Inclusão no contexto escolar Dimensões Migrantes Medidas Seletivas School inclusion Inclusion dimensions Migrant students Selective measures.