Estudo sobre a concepção de deficiência de profissionais e estudantes da educação

• Autor(a) principal: Camargo, Marília Gabriela Errera
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/16037
• topic: Concepção de deficiência; Inclusão escolar; Prevenção da violência na escola; Estudantes com deficiência.; Conception of disability; School inclusion; Prevention of violence at school; Students with disabilities; CIENCIAS HUMANAS::PSICOLOGIA::TRATAMENTO E PREVENCAO PSICOLOGICA

People with disabilities have been fighting for their rights for decades. With the advancement of inclusion and accessibility policies they are managing to overcome barriers and occupy social spaces that have historically been denied. This entire historical trajectory has left stigmas, labels, and prejudices about disability rooted in society. Therefore, the teacher's conception of disability will be determinant to the way the students with disabilities will be educated, how their characteristics will be observed, the contents the students will have access to, the results or not in their educational process, and their protection or exposure to situations of school violence. In view of these aspects, this work aims to identify the conceptions of disability of education professionals and students. 54 people, 6 students and 48 professionals, participated in the research. 85.2% were female, 64.8% white, 90.7% without disabilities, with ages ranging from 18 to 82 years (M=41.8; SD=12.7). All answered an online form that contained a characterization questionnaire and the Conceptions of Disability Scale - ECD. The results indicated that the participants had higher averages in relation to the cultural-historical conception, followed by the biological, social and metaphysical. These data corroborate research in the area