PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Universidade Franciscana |
Texto Completo: | http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/952 |
Resumo: | undergoes changes in understanding, having evolved from an assistance model, going through a practice focused only on an interaction, until supported by the laws. In the last decades there has been a significant increase in the number of students with disabilities enrolled at all levels of education in Brazil, so it becomes important to identify a quality of access to the school environment, investigating which factors facilitate and which hinder their participation participation. Objective: To investigate how inclusive practices occur in state schools in the municipalities belonging to the 9th Education Coordination, from the perspective of educators. Methodology: The study was developed with teachers and managers from state elementary and high schools in the urban and rural areas of the municipalities of Boa Vista do Cadeado, Boa Vista do Incra, Cruz Alta, Fortaleza dos Valos, Ibirubá, Jacuizinho, Jari, Pejuçara , Quinze de Novembro, Salto do Jacuí and Tupanciretã, in Rio Grande do Sul (RS), in the period from September to October 2020. Participants responded to the survey through a questionnaire sent via the internet, which was composed of 10 questions multiple choice and an essay question. The study included 100 elementary and high school educators from the state network totaling 10% of the general population, of both sexes, who were included for convenience. Results: 100 teachers from a total of 1032 participated in the study, 69.1% of whom had a student with a physical disability, 57.1% had no undergraduate subjects related to how to work with inclusion in the classroom, 75.3 % have not received any training to work with students with physical disabilities in the last 5 years, 75.5% do not feel prepared to work with students with physical disabilities, 54.1% adapt the pedagogical resources for students with disabilities, 53 , 6% of teachers believe that the participation of the disabled student in the classroom is beneficial for everyone, 80.4% believe that their school has a commitment policy with the inclusion of their students. Conclusion: Inclusion in state schools in the municipalities belonging to the 9th CRE occurs through environments adapted to receive the disabled student, through the adaptation of resources in the classroom, and the school's commitment policy with the disabled student. The factors that facilitate the inclusion of students with disabilities in schools are adequate pedagogical resources, training of educators and adaptation of the physical environment of schools. In turn, the complicating factors are precisely the lack of facilitating factors, demonstrating that the availability of support services for educators and students with disabilities is insufficient. |
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Martins, Juliana SaibtMenezes, Eliana da Costa PereiraColpo, ElisângelaVidal, Laura da Rosa2021-03-16T12:14:34Z2021-01-11Vidal, Laura da Rosa. PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA. 2021. 67f. Dissertação( Mestrado em Ciências da Saúde e da Vida) - Universidade Franciscana, Santa Maria - RS .http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/952undergoes changes in understanding, having evolved from an assistance model, going through a practice focused only on an interaction, until supported by the laws. In the last decades there has been a significant increase in the number of students with disabilities enrolled at all levels of education in Brazil, so it becomes important to identify a quality of access to the school environment, investigating which factors facilitate and which hinder their participation participation. Objective: To investigate how inclusive practices occur in state schools in the municipalities belonging to the 9th Education Coordination, from the perspective of educators. Methodology: The study was developed with teachers and managers from state elementary and high schools in the urban and rural areas of the municipalities of Boa Vista do Cadeado, Boa Vista do Incra, Cruz Alta, Fortaleza dos Valos, Ibirubá, Jacuizinho, Jari, Pejuçara , Quinze de Novembro, Salto do Jacuí and Tupanciretã, in Rio Grande do Sul (RS), in the period from September to October 2020. Participants responded to the survey through a questionnaire sent via the internet, which was composed of 10 questions multiple choice and an essay question. The study included 100 elementary and high school educators from the state network totaling 10% of the general population, of both sexes, who were included for convenience. Results: 100 teachers from a total of 1032 participated in the study, 69.1% of whom had a student with a physical disability, 57.1% had no undergraduate subjects related to how to work with inclusion in the classroom, 75.3 % have not received any training to work with students with physical disabilities in the last 5 years, 75.5% do not feel prepared to work with students with physical disabilities, 54.1% adapt the pedagogical resources for students with disabilities, 53 , 6% of teachers believe that the participation of the disabled student in the classroom is beneficial for everyone, 80.4% believe that their school has a commitment policy with the inclusion of their students. Conclusion: Inclusion in state schools in the municipalities belonging to the 9th CRE occurs through environments adapted to receive the disabled student, through the adaptation of resources in the classroom, and the school's commitment policy with the disabled student. The factors that facilitate the inclusion of students with disabilities in schools are adequate pedagogical resources, training of educators and adaptation of the physical environment of schools. In turn, the complicating factors are precisely the lack of facilitating factors, demonstrating that the availability of support services for educators and students with disabilities is insufficient.O processo de inclusão escolar, embora contemplado nas políticas educacionais, ainda passa por mudanças de compreensão, tendo evoluído de um modelo assistencialista, passando por uma prática voltada apenas para a interação, até ser apoiada pelas leis. Nas últimas décadas tem-se observado um incremento significativo no número de alunos com deficiência matriculados em todos os níveis de ensino no Brasil, dessa forma torna-se importante identificar a qualidade de acesso ao ambiente escolar, investigando quais fatores facilitam e quais dificultam a sua participação. Objetivo: Investigar de que forma ocorrem as práticas inclusivas nas escolas estaduais dos municípios pertencentes à 9º Coordenadoria de Educação, na perspectiva dos educadores. Metodologia: O estudo foi desenvolvido com professores e gestores das escolas estaduais de ensino fundamental e médio da zona urbana e rural dos municípios de Boa Vista do Cadeado, Boa Vista do Incra, Cruz Alta, Fortaleza dos Valos, Ibirubá, Jacuizinho, Jari, Pejuçara, Quinze de Novembro, Salto do Jacuí e Tupanciretã, no Rio Grande do Sul (RS), no período de setembro e outubro de 2020. Os participantes responderam à pesquisa por meio de um questionário enviado via internet, que estava composto por 10 questões de múltipla escolha e uma questão dissertativa. Participaram do estudo 100 educadores do ensino fundamental e médio da rede estadual totalizando 10% da população geral, de ambos os sexos, que foram incluídos por conveniência. Resultados: Participaram do estudo 100 professores de um total de 1032, destes 69,1% tiveram algum aluno com deficiência física, 57,1% não tiveram disciplinas na graduação referentes a maneira como trabalhar a inclusão dentro da sala de aula, 75,3% não receberam nenhum tipo de capacitação para trabalhar com alunos com deficiência física nos últimos 5 anos, 75,5% não se sente preparado para trabalhar com alunos com deficiência física, 54,1% adapta os recursos pedagógicos para os alunos com deficiência, 53,6% dos professores acredita que a participação do aluno deficiente em sala de aula é benéfica para todos, 80,4% considera que sua escola possui uma política de comprometimento com a inclusão de seus alunos. Conclusão: A inclusão nas escolas estaduais dos municípios pertencentes a 9º CRE ocorre através de ambientes adaptados para receber o aluno deficiente, através da adaptação de recursos em sala de aula, e da política de comprometimento da escola com o aluno deficiente. Os fatores que facilitam a inclusão do aluno com deficiência nas escolas são recursos pedagógicos adequados, capacitação dos educadores e adequação do ambiente físico das escolas. Por seu turno, os fatores dificultantes são exatamente a inexistência dos fatores facilitadores, demonstrando que a disponibilidade de serviços de apoio aos educadores e estudantes com deficiência é insuficiente.Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2021-03-16T12:14:34Z No. of bitstreams: 2 Dissertacao_LauraDaRosaVidal.pdf: 6469808 bytes, checksum: ce6dc0f0cf41e4e7c5b57e94e2c8d57e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-03-16T12:14:34Z (GMT). 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dc.title.por.fl_str_mv |
PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA |
title |
PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA |
spellingShingle |
PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA Vidal, Laura da Rosa Acessibilidade. Deficiente Físico. Educação. Barreiras Atitudinais. Accessibility. Physically Disabled. Education. Attitudinal Barriers. Ciências da Saúde e da Vida |
title_short |
PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA |
title_full |
PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA |
title_fullStr |
PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA |
title_full_unstemmed |
PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA |
title_sort |
PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA |
author |
Vidal, Laura da Rosa |
author_facet |
Vidal, Laura da Rosa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Martins, Juliana Saibt |
dc.contributor.referee1.fl_str_mv |
Menezes, Eliana da Costa Pereira |
dc.contributor.referee2.fl_str_mv |
Colpo, Elisângela |
dc.contributor.author.fl_str_mv |
Vidal, Laura da Rosa |
contributor_str_mv |
Martins, Juliana Saibt Menezes, Eliana da Costa Pereira Colpo, Elisângela |
dc.subject.por.fl_str_mv |
Acessibilidade. Deficiente Físico. Educação. Barreiras Atitudinais. |
topic |
Acessibilidade. Deficiente Físico. Educação. Barreiras Atitudinais. Accessibility. Physically Disabled. Education. Attitudinal Barriers. Ciências da Saúde e da Vida |
dc.subject.eng.fl_str_mv |
Accessibility. Physically Disabled. Education. Attitudinal Barriers. |
dc.subject.cnpq.fl_str_mv |
Ciências da Saúde e da Vida |
description |
undergoes changes in understanding, having evolved from an assistance model, going through a practice focused only on an interaction, until supported by the laws. In the last decades there has been a significant increase in the number of students with disabilities enrolled at all levels of education in Brazil, so it becomes important to identify a quality of access to the school environment, investigating which factors facilitate and which hinder their participation participation. Objective: To investigate how inclusive practices occur in state schools in the municipalities belonging to the 9th Education Coordination, from the perspective of educators. Methodology: The study was developed with teachers and managers from state elementary and high schools in the urban and rural areas of the municipalities of Boa Vista do Cadeado, Boa Vista do Incra, Cruz Alta, Fortaleza dos Valos, Ibirubá, Jacuizinho, Jari, Pejuçara , Quinze de Novembro, Salto do Jacuí and Tupanciretã, in Rio Grande do Sul (RS), in the period from September to October 2020. Participants responded to the survey through a questionnaire sent via the internet, which was composed of 10 questions multiple choice and an essay question. The study included 100 elementary and high school educators from the state network totaling 10% of the general population, of both sexes, who were included for convenience. Results: 100 teachers from a total of 1032 participated in the study, 69.1% of whom had a student with a physical disability, 57.1% had no undergraduate subjects related to how to work with inclusion in the classroom, 75.3 % have not received any training to work with students with physical disabilities in the last 5 years, 75.5% do not feel prepared to work with students with physical disabilities, 54.1% adapt the pedagogical resources for students with disabilities, 53 , 6% of teachers believe that the participation of the disabled student in the classroom is beneficial for everyone, 80.4% believe that their school has a commitment policy with the inclusion of their students. Conclusion: Inclusion in state schools in the municipalities belonging to the 9th CRE occurs through environments adapted to receive the disabled student, through the adaptation of resources in the classroom, and the school's commitment policy with the disabled student. The factors that facilitate the inclusion of students with disabilities in schools are adequate pedagogical resources, training of educators and adaptation of the physical environment of schools. In turn, the complicating factors are precisely the lack of facilitating factors, demonstrating that the availability of support services for educators and students with disabilities is insufficient. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-03-16T12:14:34Z |
dc.date.issued.fl_str_mv |
2021-01-11 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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dc.identifier.citation.fl_str_mv |
Vidal, Laura da Rosa. PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA. 2021. 67f. Dissertação( Mestrado em Ciências da Saúde e da Vida) - Universidade Franciscana, Santa Maria - RS . |
dc.identifier.uri.fl_str_mv |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/952 |
identifier_str_mv |
Vidal, Laura da Rosa. PERSPECTIVA DE EDUCADORES SOBRE O PROCESSO DE INCLUSÃO DE ALUNOS COM DEFICIÊNCIA FÍSICA E/OU MÚLTIPLA. 2021. 67f. Dissertação( Mestrado em Ciências da Saúde e da Vida) - Universidade Franciscana, Santa Maria - RS . |
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por |
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