Teachers’ conceptions about factors that cause difficulties to the inclusive education process

Detalhes bibliográficos
Autor(a) principal: Capellini, Vera Lúcia Messias Fialho
Data de Publicação: 2009
Outros Autores: Rodrigues, Olga Maria Piazentin Rolim
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/5782
Resumo: The present study verified within 423 teachers the difficulties they attribute or identify in the process of school inclusion. Data was collected through semi-structured questionnaire. Results showed 43% attributed the difficulty to the school (excessive number of students and lack of technical staff); 30% attributed to the teachers; 9% attributed to the family; 8% attributed to the bias; 6% attributed to the students; 5% consider lack of efficient public policies and 1% don’t see any difficulties. According to teachers’ opinions, school system isn’t prepared to receive special needs students. Thereby, it’s necessary to invest in initial and continuous formation, besides break with the school traditional structure that is installed.
id PUC_RS-18_8b630ddbbf7d2f5977dd30ae1e1dbb0a
oai_identifier_str oai:ojs.revistaseletronicas.pucrs.br:article/5782
network_acronym_str PUC_RS-18
network_name_str Educação
repository_id_str
spelling Teachers’ conceptions about factors that cause difficulties to the inclusive education processConcepções de professores acerca dos fatores que dificultam o processo da educação inclusivaConcepção de professoresdeficiênciaseducação inclusiva.The present study verified within 423 teachers the difficulties they attribute or identify in the process of school inclusion. Data was collected through semi-structured questionnaire. Results showed 43% attributed the difficulty to the school (excessive number of students and lack of technical staff); 30% attributed to the teachers; 9% attributed to the family; 8% attributed to the bias; 6% attributed to the students; 5% consider lack of efficient public policies and 1% don’t see any difficulties. According to teachers’ opinions, school system isn’t prepared to receive special needs students. Thereby, it’s necessary to invest in initial and continuous formation, besides break with the school traditional structure that is installed.Este estudo, realizado junto a 423 professores, verificou as dificuldades por eles identificadas no processo de inclusão escolar e a que/quem elas são atribuídas. Os dados foram coletados por meio de questionário semiestruturado. Os resultados mostraram que 40% deles creditam a dificuldade à escola (número excessivo de alunos e falta de equipe técnica); 31% a atribuem ao próprio professor; 9% creditam as dificuldades à família; 8% as atribuem ao preconceito; 6% as atribuem aos alunos; 5% destacam a ausência de políticas públicas eficientes e, 1% não vê dificuldades. Na opinião dos professores, o sistema escolar não está preparado para receber alunos com deficiência. Assim, é necessário investir em formação inicial e continuada, além de romper com a estrutura tradicional de escola que está posta.Editora da PUCRS - ediPUCRS2009-09-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/5782Educação; Vol. 32 No. 3 (2009)Educação; Vol. 32 Núm. 3 (2009)Educação; v. 32 n. 3 (2009)1981-25820101-465Xreponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/5782/4203Capellini, Vera Lúcia Messias FialhoRodrigues, Olga Maria Piazentin Roliminfo:eu-repo/semantics/openAccess2011-06-02T14:22:19Zoai:ojs.revistaseletronicas.pucrs.br:article/5782Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2011-06-02T14:22:19Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Teachers’ conceptions about factors that cause difficulties to the inclusive education process
Concepções de professores acerca dos fatores que dificultam o processo da educação inclusiva
title Teachers’ conceptions about factors that cause difficulties to the inclusive education process
spellingShingle Teachers’ conceptions about factors that cause difficulties to the inclusive education process
Capellini, Vera Lúcia Messias Fialho
Concepção de professores
deficiências
educação inclusiva.
title_short Teachers’ conceptions about factors that cause difficulties to the inclusive education process
title_full Teachers’ conceptions about factors that cause difficulties to the inclusive education process
title_fullStr Teachers’ conceptions about factors that cause difficulties to the inclusive education process
title_full_unstemmed Teachers’ conceptions about factors that cause difficulties to the inclusive education process
title_sort Teachers’ conceptions about factors that cause difficulties to the inclusive education process
author Capellini, Vera Lúcia Messias Fialho
author_facet Capellini, Vera Lúcia Messias Fialho
Rodrigues, Olga Maria Piazentin Rolim
author_role author
author2 Rodrigues, Olga Maria Piazentin Rolim
author2_role author
dc.contributor.author.fl_str_mv Capellini, Vera Lúcia Messias Fialho
Rodrigues, Olga Maria Piazentin Rolim
dc.subject.por.fl_str_mv Concepção de professores
deficiências
educação inclusiva.
topic Concepção de professores
deficiências
educação inclusiva.
description The present study verified within 423 teachers the difficulties they attribute or identify in the process of school inclusion. Data was collected through semi-structured questionnaire. Results showed 43% attributed the difficulty to the school (excessive number of students and lack of technical staff); 30% attributed to the teachers; 9% attributed to the family; 8% attributed to the bias; 6% attributed to the students; 5% consider lack of efficient public policies and 1% don’t see any difficulties. According to teachers’ opinions, school system isn’t prepared to receive special needs students. Thereby, it’s necessary to invest in initial and continuous formation, besides break with the school traditional structure that is installed.
publishDate 2009
dc.date.none.fl_str_mv 2009-09-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/5782
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/5782
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/5782/4203
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 32 No. 3 (2009)
Educação; Vol. 32 Núm. 3 (2009)
Educação; v. 32 n. 3 (2009)
1981-2582
0101-465X
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
_version_ 1799128742968164352

Registros relacionados