Representations of Learning Disabilities in Portugal
Autor(a) principal: | |
---|---|
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 |
Resumo: | 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. |
id |
RCAP_a3464f01028743894dc89c3ed74393b9 |
---|---|
oai_identifier_str |
oai:impactum-journals.uc.pt:article/7536 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Representations of Learning Disabilities in PortugalRepresentações de Dificuldades de Aprendizagem em PortugalLearning disabilitiesrepresentationseducation professionalsPortugalidentificationDificuldades de Aprendizagemrepresentaçõesprofissionais de educaçãoPortugalidentificaçãoIt 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.É essencial estudar as representações de Dificuldades de Aprendizagem (DA) dos profissionais de educação, uma vez que eles estão diretamente envolvidos na respetiva identificação e intervenção. Esta investigação analisa as representações do conceito de DA de 310 profissionais de educação portugueses (professores do ensino regular, professores de educação especial e psicólogos). Através de um questionário constituído por três partes avaliam-se as perspetivas dos profissionais em relação: 1) aos critérios de identificação (e.g., exclusão; discrepância; RTI) e à fenomenologia das DA (manifestações; natureza específica); 2) ao emprego, amplo ou restrito, do termo DA; e 3) à legislação nacional relativa às DA. Os resultados obtidos expressam acordo em relação às manifestações das DA (e.g., baixo desempenho), ao critério da discrepância e a uma visão dimensional das DA. Os profissionais consideraram que as DA se podem ficar a dever a determinantes contextuais (e.g., desvantagem socioeconómica e condições de ensino inadequadas). Os participantes também expressaram acordo com um emprego muito abrangente do termo (e.g., na ausência de diagnóstico, em situações de insucesso escolar). Os profissionais de educação também exprimiram uma perspetiva negativa em relação ao apoio educativo dispensado às DA em Portugal. As comparações entre grupos profissionais documentaram a existência de algumas diferenças significativas.Imprensa da Universidade de Coimbra2019-12-18info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.14195/1647-8606_62-2_5https://doi.org/10.14195/1647-8606_62-2_5Psychologica; Vol. 62 No. 2 (2019); 75-93Psychologica; Vol. 62 N.º 2 (2019); 75-931647-86060871-465710.14195/1647-8606_62-2reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://impactum-journals.uc.pt/psychologica/article/view/1647-8606_62-2_5https://impactum-journals.uc.pt/psychologica/article/view/1647-8606_62-2_5/5979Direitos de Autor (c) 2019 Psychologicainfo:eu-repo/semantics/openAccessAlbuquerque, Cristina Petrucci2023-05-31T13:59:46Zoai:impactum-journals.uc.pt:article/7536Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:58:19.457812Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Representations of Learning Disabilities in Portugal Representações de Dificuldades de Aprendizagem em Portugal |
title |
Representations of Learning Disabilities in Portugal |
spellingShingle |
Representations of Learning Disabilities in Portugal Albuquerque, Cristina Petrucci Learning disabilities representations education professionals Portugal identification Dificuldades de Aprendizagem representações profissionais de educação Portugal identificação |
title_short |
Representations of Learning Disabilities in Portugal |
title_full |
Representations of Learning Disabilities in Portugal |
title_fullStr |
Representations of Learning Disabilities in Portugal |
title_full_unstemmed |
Representations of Learning Disabilities in Portugal |
title_sort |
Representations of Learning Disabilities in Portugal |
author |
Albuquerque, Cristina Petrucci |
author_facet |
Albuquerque, Cristina Petrucci |
author_role |
author |
dc.contributor.author.fl_str_mv |
Albuquerque, Cristina Petrucci |
dc.subject.por.fl_str_mv |
Learning disabilities representations education professionals Portugal identification Dificuldades de Aprendizagem representações profissionais de educação Portugal identificação |
topic |
Learning disabilities representations education professionals Portugal identification Dificuldades de Aprendizagem representações profissionais de educação Portugal identificação |
description |
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. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-18 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.14195/1647-8606_62-2_5 https://doi.org/10.14195/1647-8606_62-2_5 |
url |
https://doi.org/10.14195/1647-8606_62-2_5 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://impactum-journals.uc.pt/psychologica/article/view/1647-8606_62-2_5 https://impactum-journals.uc.pt/psychologica/article/view/1647-8606_62-2_5/5979 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2019 Psychologica info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2019 Psychologica |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa da Universidade de Coimbra |
publisher.none.fl_str_mv |
Imprensa da Universidade de Coimbra |
dc.source.none.fl_str_mv |
Psychologica; Vol. 62 No. 2 (2019); 75-93 Psychologica; Vol. 62 N.º 2 (2019); 75-93 1647-8606 0871-4657 10.14195/1647-8606_62-2 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799131654262882304 |