Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualifications

Detalhes bibliográficos
Autor(a) principal: Azevedo Dias, Paulo César
Data de Publicação: 2018
Outros Autores: Cadime, Irene Maria Dias
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/1822/62936
Resumo: In Portugal, special education services were recently extended to preschool education. The studies that evaluate the perceptions of the preschool teachers about inclusive practices are also few. In this study we aim to evaluate the perceptions of preschool teachers about inclusion. A sample of 118 Portuguese preschool teachers was used. The Inclusion Inventory was administrated. The results indicate that the implementation of inclusive practices is related to perceived support and previous use of inclusive practices. Younger teachers, with less teaching experience and less time implementing inclusive practices have more beliefs about inclusion. Older professionals and teachers who spend more time working with children with special needs perceive better effects of inclusion in children. These results are discussed considering the existing literature, and implications for educational practice and research are presented.
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spelling Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualificationsPercepções dos educadores sobre a inclusão na educação pré-escolar: o papel da experiência e das habilitaçõesLas percepciones de los educadores hacia la inclusión en la educación preescolar: el rol de la experiencia y de las calificacionesInclusionPerceptionsPreschoolPreschool teachersInclusãoPré-escolarPercepçõesEducadores de infânciaInclusiónEducación preescolarPercepcionesMaestros de educación preescolarIn Portugal, special education services were recently extended to preschool education. The studies that evaluate the perceptions of the preschool teachers about inclusive practices are also few. In this study we aim to evaluate the perceptions of preschool teachers about inclusion. A sample of 118 Portuguese preschool teachers was used. The Inclusion Inventory was administrated. The results indicate that the implementation of inclusive practices is related to perceived support and previous use of inclusive practices. Younger teachers, with less teaching experience and less time implementing inclusive practices have more beliefs about inclusion. Older professionals and teachers who spend more time working with children with special needs perceive better effects of inclusion in children. These results are discussed considering the existing literature, and implications for educational practice and research are presented.Em Portugal, a extensão dos serviços de educação especial à educação pré-escolar é relativamente recente. São também escassos os estudos que avaliam as percepções dos educadores de infância sobre as práticas inclusivas. Neste trabalho, pretendemos avaliar as percepções dos educadores de infância sobre a inclusão. Recorreu-se a uma amostra de 118 educadores de infância portugueses, a quem foi administrado o Inventário de Inclusão. Os resultados indicam que a implementação de práticas inclusivas está relacionada com a percepção de apoio e utilização anterior de práticas inclusivas. Educadores mais novos, com menos experiência letiva e com menos experiência na aplicação de práticas inclusivas possuem mais crenças sobre a inclusão. Educadores mais velhos e que trabalham mais tempo com crianças com necessidades educativas especiais percebem como melhores os efeitos da inclusão. Esses resultados são discutidos à luz da literatura existente, apresentando-se também implicações para a prática educativa e para a investigação.En Portugal, la extensión de los servicios de educación especial a la educación preescolar es relativamente reciente. También son pocos los estudios que evalúan las percepciones de los maestros de la educación preescolar en las prácticas inclusivas. En este trabajo nos proponemos evaluar las percepciones de los maestros de la educación preescolar acerca de la inclusión. Se utilizó una muestra de 118 educadores portugueses, los cuales respondieran al inventario de inclusión. Los resultados indican que las prácticas inclusivas están relacionadas con la percepción de apoyo y el uso previo de las prácticas inclusivas. Los educadores más jóvenes, con menos experiencia de trabajo y menos experiencia lectiva en la aplicación de prácticas inclusivas, tienen más creencias acerca de la inclusión. Educadores con más edad y con más tiempo de servicio con niños con necesidades educativas especiales perciben mejores efectos de su inclusión. Estos resultados se discuten a la luz de la literatura existente, presentando también implicaciones para la práctica educativa y la investigación.Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562Fundação CESGRANRIOUniversidade do MinhoAzevedo Dias, Paulo CésarCadime, Irene Maria Dias2018-01-012018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/62936eng0104-403610.1590/S0104-40362018002600962http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362018000100091&lng=pt&tlng=ptinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-05-11T06:10:45Zoai:repositorium.sdum.uminho.pt:1822/62936Portal AgregadorONGhttps://www.rcaap.pt/oai/openairemluisa.alvim@gmail.comopendoar:71602024-05-11T06:10:45Repositório 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 Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualifications
Percepções dos educadores sobre a inclusão na educação pré-escolar: o papel da experiência e das habilitações
Las percepciones de los educadores hacia la inclusión en la educación preescolar: el rol de la experiencia y de las calificaciones
title Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualifications
spellingShingle Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualifications
Azevedo Dias, Paulo César
Inclusion
Perceptions
Preschool
Preschool teachers
Inclusão
Pré-escolar
Percepções
Educadores de infância
Inclusión
Educación preescolar
Percepciones
Maestros de educación preescolar
title_short Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualifications
title_full Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualifications
title_fullStr Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualifications
title_full_unstemmed Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualifications
title_sort Preschool teachers' perceptions about inclusion in preschool education: The role of experience and qualifications
author Azevedo Dias, Paulo César
author_facet Azevedo Dias, Paulo César
Cadime, Irene Maria Dias
author_role author
author2 Cadime, Irene Maria Dias
author2_role author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Azevedo Dias, Paulo César
Cadime, Irene Maria Dias
dc.subject.por.fl_str_mv Inclusion
Perceptions
Preschool
Preschool teachers
Inclusão
Pré-escolar
Percepções
Educadores de infância
Inclusión
Educación preescolar
Percepciones
Maestros de educación preescolar
topic Inclusion
Perceptions
Preschool
Preschool teachers
Inclusão
Pré-escolar
Percepções
Educadores de infância
Inclusión
Educación preescolar
Percepciones
Maestros de educación preescolar
description In Portugal, special education services were recently extended to preschool education. The studies that evaluate the perceptions of the preschool teachers about inclusive practices are also few. In this study we aim to evaluate the perceptions of preschool teachers about inclusion. A sample of 118 Portuguese preschool teachers was used. The Inclusion Inventory was administrated. The results indicate that the implementation of inclusive practices is related to perceived support and previous use of inclusive practices. Younger teachers, with less teaching experience and less time implementing inclusive practices have more beliefs about inclusion. Older professionals and teachers who spend more time working with children with special needs perceive better effects of inclusion in children. These results are discussed considering the existing literature, and implications for educational practice and research are presented.
publishDate 2018
dc.date.none.fl_str_mv 2018-01-01
2018-01-01T00:00:00Z
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 http://hdl.handle.net/1822/62936
url http://hdl.handle.net/1822/62936
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 0104-4036
10.1590/S0104-40362018002600962
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362018000100091&lng=pt&tlng=pt
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 Fundação CESGRANRIO
publisher.none.fl_str_mv Fundação CESGRANRIO
dc.source.none.fl_str_mv 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 mluisa.alvim@gmail.com
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