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Publication
Inclusão dos alunos com currículo específico individual no contexto escolar – Que participação?
Advisor(s)
Abstract(s)
O presente estudo realiza-se no âmbito da Dissertação de Mestrado em
Psicologia da Educação tendo como tema “Inclusão dos Alunos com Currículo
Específico Individual no contexto escolar: que participação?”, onde se pretende
averiguar se os alunos ao abrigo deste currículo estão integrados na comunidade escolar
e no grupo/turma onde estão inseridos.
Com a proclamação da inclusão em todos os estabelecimentos de ensino, é
pretendida a adaptação do contexto escolar para proporcionar a todos os alunos, com ou
sem deficiência, igualdade de oportunidades,não só na aprendizagem, mas também para
o futuro dos mesmos.
Este estudo pretende conceptualizar o conceito de participação no contexto dos
alunos ao abrigo do Currículo Específico Individual, de forma a analisar se realmente
existe a inclusão de todos os alunos participantes no contexto onde estão inseridos e
como se mantem a interacção entre os alunos do regular e os alunos ao abrigo do CEI.
Assim, pretendeu-se caracterizar a participação destes alunos com a observação em
contexto de sala de aula, nomeadamente Educação Física, e entrevistas junto dos
respectivos directores de turma, professora da Unidade de Apoio à Multideficiência e
uma auxiliar de acção educativa.
Os resultados obtidos indicam que, neste caso, não existe participação activa,
por parte dos alunos ao abrigo do currículo (CEI), no contexto escolar, na medida em
que, pelas observações realizadas, os grupos com menor frequência de interacções são
os que remetem para os comportamentos por parte dos alunos do regular para com o
aluno com CEI e vice-versa, o que traduz num menor envolvimento e participação entre
os alunos. Nas entrevistas os Directores de Turma referem não ter os alunos com CEI
nas suas aulas, o que remete para a falta de participação activa dos mesmos.
ABSTRACT: This study is carried out under the Master's Thesis in Educational Psychology with the theme "Inclusion of Students with Specific Individual Curriculum in the school context: what participation?” which aims to investigate whether students under this curriculum are integrated in the school community and the group / class they attend.. With the proclamation of inclusion in all educational institutions, is intended to adapt the school environment to provide all students, with or without disabilities, equal opportunities not only for learning, but also for the future of the same. This study aims to conceptualize the concept of participation in the context of the students under the Specific Individual Curriculum, in order to analyze whether there is the inclusion of all students in the establishment where the data was obtained and also to confirm the interactions between the students from the regular class and the students under the CEI. Thus, it we aim to characterize the participation of these students with observations in classroom context, more specifically physical education, and interviews with the respective class directors, a teacher from the Unit Support for Multiple Disabilities and a school support staff. The results indicate that, in this case, there is no participation from students under the curriculum (CEI) in the school context, to the extent that , from the observations , the groups with the least interactions are those that refer to the conduct by students from regular towards the student with CEI, and vice-versa, which translates to a lower engagement and participation between the students. In the interviews that were made, the Class directors refer that they do not have students with CEI in their classes, which refers to the lack of participation of the same students.
ABSTRACT: This study is carried out under the Master's Thesis in Educational Psychology with the theme "Inclusion of Students with Specific Individual Curriculum in the school context: what participation?” which aims to investigate whether students under this curriculum are integrated in the school community and the group / class they attend.. With the proclamation of inclusion in all educational institutions, is intended to adapt the school environment to provide all students, with or without disabilities, equal opportunities not only for learning, but also for the future of the same. This study aims to conceptualize the concept of participation in the context of the students under the Specific Individual Curriculum, in order to analyze whether there is the inclusion of all students in the establishment where the data was obtained and also to confirm the interactions between the students from the regular class and the students under the CEI. Thus, it we aim to characterize the participation of these students with observations in classroom context, more specifically physical education, and interviews with the respective class directors, a teacher from the Unit Support for Multiple Disabilities and a school support staff. The results indicate that, in this case, there is no participation from students under the curriculum (CEI) in the school context, to the extent that , from the observations , the groups with the least interactions are those that refer to the conduct by students from regular towards the student with CEI, and vice-versa, which translates to a lower engagement and participation between the students. In the interviews that were made, the Class directors refer that they do not have students with CEI in their classes, which refers to the lack of participation of the same students.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Inclusão Currículo específico individual Participação Envolvimento escolar Inclusion Specific individual curriculum Participation School engagement