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As atitudes de futuros professores do 1.º ciclo e educadores de infância face à inclusão de alunos com deficiência mental
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Abstract(s)
Este estudo teve como objectivo central o estudo das atitudes face à inclusão de
crianças com deficiência mental, relacionando este constructo, como o ano de formação dos
inquiridos e a sua formação. Foi utilizada uma escala de Atitudes Face á Inclusão (AFI), que
é constituída por seis dimensões, que são: “Direito à inclusão”, “Condições de sucesso na sala
de aula”; “Benefícios da inclusão”; “Comportamento dos alunos com NEE’s”; “Impacto
negativo da inclusão sobre o rendimento escolar” e por fim, “Estereótipo”.
Neste estudo participaram 532 sujeitos, com idades compreendidas entre os 17 e os
53 anos que frequentavam o 1.º e o 4.º ano da faculdade. Estes sujeitos eram de cinco
faculdades diferentes, para se minimizar o efeito da cultura escolar.
Os resultados do estudo sugerem que existem parcialmente diferenças significativas,
no que se refere à atitude face à inclusão de futuros educadores de infância e professores do
1.º ciclo, com o ano de formação, o que em parte sustenta as hipóteses colocadas.
ABSTRACT: This study had as its central objective the study of attitudes towards inclusion of mentally disabled children, relating this construct, the years of training of respondents and their training. We used a range of attitudes towards inclusion (AFI), which consists of six dimensions, which are: "The right to inclusion", “Conditions for success in the classroom”, "Benefits of inclusion”, "Behaviour of students with SEN's", "Negative impact of inclusion on school performance" and finally, "Stereotype". This study enrolled 532 subjects, aged between 17 and 53 years who attended the 1st and 4th year of college. These subjects were from five different colleges in order to minimize the effect of school culture. The results suggest that significant differences exist in part, as regards the attitude towards the inclusion of future early childhood educators and teachers of 1st cycle, with the time of training, which in part supports the assumptions made.
ABSTRACT: This study had as its central objective the study of attitudes towards inclusion of mentally disabled children, relating this construct, the years of training of respondents and their training. We used a range of attitudes towards inclusion (AFI), which consists of six dimensions, which are: "The right to inclusion", “Conditions for success in the classroom”, "Benefits of inclusion”, "Behaviour of students with SEN's", "Negative impact of inclusion on school performance" and finally, "Stereotype". This study enrolled 532 subjects, aged between 17 and 53 years who attended the 1st and 4th year of college. These subjects were from five different colleges in order to minimize the effect of school culture. The results suggest that significant differences exist in part, as regards the attitude towards the inclusion of future early childhood educators and teachers of 1st cycle, with the time of training, which in part supports the assumptions made.
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Keywords
Atitudes face à inclusão Educadores de infância Professores do 1.º ciclo Attitudes towards inclusion Pre-school teachers 1st cycle teachers