Representations of Learning Disabilities in Portugal

• Autor(a) principal: Albuquerque, Cristina Petrucci
• Data de Publicação: 2019
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.14195/1647-8606_62-2_5
• topic: Learning disabilities; representations; education professionals; Portugal; identification; Dificuldades de Aprendizagem; representações; profissionais de educação; Portugal; identificação

It is essential to study learning disabilities (LD) representations by education professionals since they are the ones who are more directly involved in their identification and intervention. This research analyzes the representations of the concept of LD of 310 Portuguese education professionals (regular education teachers, special education teachers, and psychologists). Through a questionnaire that consists of three parts, we examine the perspectives of the professionals regarding: 1) the identification criteria (e.g., exclusion; discrepancy; RTI) and the phenomenology of LD (manifestations; specific nature of LD); 2) the use, broad or narrow, of the LD term; and 3) the Portuguese legislation regarding LD. The results obtained indicate the agreement with the manifestations of LD (e.g., low achievement), with the criterion of discrepancy and with a dimensional view of LD. The professionals considered that LD may be due to contextual factors (e.g., socioeconomic disadvantage, family interactions, and inadequate teaching conditions). Participants also expressed agreement with a very comprehensive use of the term (e.g., in the absence of a diagnosis, in school failure situations). Education professionals also expressed a negative perspective regarding the educational support given to LD in Portugal. The comparisons between professional groups have documented the existence of certain significant differences.