Teachers’ conceptions about factors that cause difficulties to the inclusive education process
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Data de Publicação: | 2009 |
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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. |
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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 |