PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL

Detalhes bibliográficos
Autor(a) principal: Cadó, Lenice de Fátima
Data de Publicação: 2023
Outros Autores: Palma, Luciana Erina, Sawitzki, Rosalvo Luís
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5871
Resumo: This research aimed to analyze the comprehension of Physical Education teachers about accessibility in schools and in the spaces in which the Physical Education classes take place. Two Physical Education teachers participated in the study - one from the state education network and another from the municipal education network. A semi-structured interview, consisting of questions about the teachers’ understanding of the different accessibilities (architectonic, communicational, methodological, instrumental, programmatic, and attitudinal) proposed by Sassaki (2010). The results showed that the schools do not provide all the dimensions of accessibility, being the architectonic the most present of them, although it doesn’t guarantee accessibility for all kinds of disabilities. Communicational, methodological, and attitudinal accessibilities are being provided. Instrumental accessibility is absent in one of the schools, and in the other, there are accessible materials, sometimes adapted ones. The programmatic accessibility was found in one of the schools, but not in the other. Therefore, despite not providing all dimensions of accessibility, the schools are taking action to better serve students with disabilities.
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spelling PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOLCOMPRENSIÓN DE LOS PROFESORES DE EDUCACIÓN FÍSICA SOBRE LAS DIMENSIONES DE ACCESIBILIDAD EN LA ESCUELACOMPREENSÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA EM RELAÇÃO AS DIMENSÕES DE ACESSIBILIDADE NA ESCOLAinclusão escolareducação físicaacessibilidadeprofessoresscholar inclusionphysical educationaccessibilityteachersinclusión escolareducación físicaaccesibilidadprofesoresThis research aimed to analyze the comprehension of Physical Education teachers about accessibility in schools and in the spaces in which the Physical Education classes take place. Two Physical Education teachers participated in the study - one from the state education network and another from the municipal education network. A semi-structured interview, consisting of questions about the teachers’ understanding of the different accessibilities (architectonic, communicational, methodological, instrumental, programmatic, and attitudinal) proposed by Sassaki (2010). The results showed that the schools do not provide all the dimensions of accessibility, being the architectonic the most present of them, although it doesn’t guarantee accessibility for all kinds of disabilities. Communicational, methodological, and attitudinal accessibilities are being provided. Instrumental accessibility is absent in one of the schools, and in the other, there are accessible materials, sometimes adapted ones. The programmatic accessibility was found in one of the schools, but not in the other. Therefore, despite not providing all dimensions of accessibility, the schools are taking action to better serve students with disabilities.Esta investigación tuvo como objetivo analizar la comprensión de los profesores de Educación Física sobre la accesibilidad en las escuelas y en los espacios en los que se desarrollan las clases de Educación Física. Participaron del estudio dos profesoras de Educación Física, una de la red estatal de educación y otra de la red municipal de educación. Una entrevista semiestructurada, compuesta por preguntas sobre la comprensión de los docentes sobre los diferentes tipos de accesibilidad (arquitectónica, comunicacional, metodológica, instrumental, programática y actitudinal) propuestas por Sassaki (2010). Los resultados mostraron que las escuelas no contemplan todas las dimensiones de la accesibilidad, siendo la arquitectónica la más presente, aunque la accesibilidad no está garantizada para todo tipo de discapacidad. Además, se están proporcionando accesibilidades comunicacionales, metodológicas y actitudinales. La accesibilidad instrumental está ausente en una de las escuelas, y en la otra hay materiales accesibles, a veces adaptados. La accesibilidad programática se encontró en una de las escuelas, pero no en la otra. Por lo tanto, a pesar de no contemplar todas las dimensiones de accesibilidad, las escuelas están tomando medidas para servir mejor a los estudiantes con discapacidades.O objetivo dessa pesquisa foi analisar as compreensões de professores de Educação Física sobre acessibilidade nas escolas e nos espaços das aulas de Educação Física. Participaram duas professoras de Educação Física, uma da rede municipal e outra da rede estadual. Foi realizada uma entrevista semiestruturada, em que foram realizadas perguntas sobre o entendimento das professoras sobre as acessibilidades (arquitetônica, comunicacional, metodológica, instrumental, programática e atitudinal) propostas por Sassaki (2010). Os resultados mostraram que as escolas não proporcionam todas as dimensões de acessibilidade, sendo a acessibilidade arquitetônica a mais presente, embora não garanta a acessibilidade para todas as deficiências. As acessibilidades comunicacional, metodológica e atitudinal são proporcionadas. A acessibilidade instrumental está ausente em uma das escolas e, na outra, os materiais são acessíveis e, por vezes, adaptados. A acessibilidade programática foi identificada em uma das escolas, mas não na outra. Portanto, apesar de não proporcionarem todas as dimensões de acessibilidade, as escolas estão realizando ações para melhor atender os alunos com deficiência.SciELO PreprintsSciELO PreprintsSciELO Preprints2023-04-10info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/587110.1590/SciELOPreprints.5871porhttps://preprints.scielo.org/index.php/scielo/article/view/5871/11319Copyright (c) 2023 Lenice de Fátima Cadó, Luciana Erina Palma, Rosalvo Luís Sawitzkihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCadó, Lenice de FátimaPalma, Luciana ErinaSawitzki, Rosalvo Luísreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-04-04T16:23:20Zoai:ops.preprints.scielo.org:preprint/5871Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-04-04T16:23:20SciELO Preprints - Scientific Electronic Library Online (SCIELO)false
dc.title.none.fl_str_mv PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL
COMPRENSIÓN DE LOS PROFESORES DE EDUCACIÓN FÍSICA SOBRE LAS DIMENSIONES DE ACCESIBILIDAD EN LA ESCUELA
COMPREENSÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA EM RELAÇÃO AS DIMENSÕES DE ACESSIBILIDADE NA ESCOLA
title PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL
spellingShingle PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL
Cadó, Lenice de Fátima
inclusão escolar
educação física
acessibilidade
professores
scholar inclusion
physical education
accessibility
teachers
inclusión escolar
educación física
accesibilidad
profesores
title_short PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL
title_full PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL
title_fullStr PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL
title_full_unstemmed PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL
title_sort PHYSICAL EDUCATION TEACHERS’ UNDERSTANDING REGARDING THE ACCESSIBILITY DIMENSIONS IN SCHOOL
author Cadó, Lenice de Fátima
author_facet Cadó, Lenice de Fátima
Palma, Luciana Erina
Sawitzki, Rosalvo Luís
author_role author
author2 Palma, Luciana Erina
Sawitzki, Rosalvo Luís
author2_role author
author
dc.contributor.author.fl_str_mv Cadó, Lenice de Fátima
Palma, Luciana Erina
Sawitzki, Rosalvo Luís
dc.subject.por.fl_str_mv inclusão escolar
educação física
acessibilidade
professores
scholar inclusion
physical education
accessibility
teachers
inclusión escolar
educación física
accesibilidad
profesores
topic inclusão escolar
educação física
acessibilidade
professores
scholar inclusion
physical education
accessibility
teachers
inclusión escolar
educación física
accesibilidad
profesores
description This research aimed to analyze the comprehension of Physical Education teachers about accessibility in schools and in the spaces in which the Physical Education classes take place. Two Physical Education teachers participated in the study - one from the state education network and another from the municipal education network. A semi-structured interview, consisting of questions about the teachers’ understanding of the different accessibilities (architectonic, communicational, methodological, instrumental, programmatic, and attitudinal) proposed by Sassaki (2010). The results showed that the schools do not provide all the dimensions of accessibility, being the architectonic the most present of them, although it doesn’t guarantee accessibility for all kinds of disabilities. Communicational, methodological, and attitudinal accessibilities are being provided. Instrumental accessibility is absent in one of the schools, and in the other, there are accessible materials, sometimes adapted ones. The programmatic accessibility was found in one of the schools, but not in the other. Therefore, despite not providing all dimensions of accessibility, the schools are taking action to better serve students with disabilities.
publishDate 2023
dc.date.none.fl_str_mv 2023-04-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/5871
10.1590/SciELOPreprints.5871
url https://preprints.scielo.org/index.php/scielo/preprint/view/5871
identifier_str_mv 10.1590/SciELOPreprints.5871
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/5871/11319
dc.rights.driver.fl_str_mv Copyright (c) 2023 Lenice de Fátima Cadó, Luciana Erina Palma, Rosalvo Luís Sawitzki
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Lenice de Fátima Cadó, Luciana Erina Palma, Rosalvo Luís Sawitzki
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:Scientific Electronic Library Online (SCIELO)
instacron:SCI
instname_str Scientific Electronic Library Online (SCIELO)
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - Scientific Electronic Library Online (SCIELO)
repository.mail.fl_str_mv scielo.submission@scielo.org
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