Teachers’ perceptions toward the education of students with special needs: a study in the north of Portugal
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/9013 |
Resumo: | In our days not only teachers and parents hope for the schools to become inclusive, but all the society seems to understand and advocate for this need. However, when we talk about inclusion are we thinking about the same thing? Do we have the same perception of the needs, so that inclusion can really happen? In order to answers these questions a study was conducted using a questionnaire whose main objective was to understand how teachers understand and perceive the education of the pupils with Special Educational Needs (SEN). 249 teachers participated in the study, all from elementary schools located in Braga, Northern Portugal. The questionnaire had 25 items, divided into three main clusters: (1) Attitudes; (2) Resources; and (3) Collaboration. The results showed significant differences between some of the items and the variables gender, academic qualifications and professional experience. Based on these results, this research indicates that, although participants recognize that it is important to implement the philosophy of inclusion in Portugal, it is necessary to provide more training for all individuals involved in the education of students with SEN. They also indicated that there is a lack of specialized human resources needed to provide quality educational responses for the abovementioned students. |
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Teachers’ perceptions toward the education of students with special needs: a study in the north of PortugalPercepção de professores face à educação de alunos com necessidades educativas especiais: um estudo no norte de PortugalSpecial EducationInclusionElementary school.Educação EspecialInclusãoEducação Escolar Básica.In our days not only teachers and parents hope for the schools to become inclusive, but all the society seems to understand and advocate for this need. However, when we talk about inclusion are we thinking about the same thing? Do we have the same perception of the needs, so that inclusion can really happen? In order to answers these questions a study was conducted using a questionnaire whose main objective was to understand how teachers understand and perceive the education of the pupils with Special Educational Needs (SEN). 249 teachers participated in the study, all from elementary schools located in Braga, Northern Portugal. The questionnaire had 25 items, divided into three main clusters: (1) Attitudes; (2) Resources; and (3) Collaboration. The results showed significant differences between some of the items and the variables gender, academic qualifications and professional experience. Based on these results, this research indicates that, although participants recognize that it is important to implement the philosophy of inclusion in Portugal, it is necessary to provide more training for all individuals involved in the education of students with SEN. They also indicated that there is a lack of specialized human resources needed to provide quality educational responses for the abovementioned students.http://dx.doi.org/10.5902/1984686X9013Atualmente, não apenas professores e pais esperam das escolas uma postura inclusiva, mas toda a sociedade parece compreender e pleitear esta necessidade. Porém, quando falamos em inclusão estaremos todos a pensar na mesma coisa? Teremos a mesma perceção das necessidades que a implementação desta filosofia requer? Estas questões impulsionaram-nos à elaboração deste estudo que teve por base a aplicação de um questionário com os objetivos de perceber a forma como os professores vêm a educação de alunos com Necessidades Educativas Especiais (NEE), e de averiguar as perceções dos professores face à inclusão de alunos com NEE nas escolas regulares. Participaram neste estudo 249 professores do 1º Ciclo do Ensino Básico de 52 Agrupamentos de Escolas do Distrito de Braga, região Norte de Portugal. O questionário é composto por 25 itens, agrupados em três grupos fundamentais: (1) Atitudes; (2) Recursos; e (3) Colaboração. Os resultados obtidos demonstram existir diferenças significativas entre alguns itens dos diferentes grupos e as variáveis género, habilitações académicas e experiência profissional dos sujeitos. Os resultados indicam ainda que, embora os participantes reconheçam que é importante implementar a filosofia inclusiva no país, é necessário providenciar mais formação para todos os indivíduos envolvidos na educação de alunos com NEE, bem como ter-se acesso a um conjunto de recursos especializados que possam prover respostas educativas de qualidade para esses alunos. Palavras-Chave: Educação Especial; Inclusão; Educação Escolar BásicaUniversidade Federal de Santa Maria2014-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/901310.5902/1984686X9013Special Education Magazine; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 11-26Revista de Educación Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 11-26Revista Educação Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 11-261984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/9013/pdfSantos, Amanda FernandesCorreia, Luis MirandaCruz-Santos, Anabelainfo:eu-repo/semantics/openAccess2015-06-02T17:24:45Zoai:ojs.pkp.sfu.ca:article/9013Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T17:24:45Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Teachers’ perceptions toward the education of students with special needs: a study in the north of Portugal Percepção de professores face à educação de alunos com necessidades educativas especiais: um estudo no norte de Portugal |
title |
Teachers’ perceptions toward the education of students with special needs: a study in the north of Portugal |
spellingShingle |
Teachers’ perceptions toward the education of students with special needs: a study in the north of Portugal Santos, Amanda Fernandes Special Education Inclusion Elementary school. Educação Especial Inclusão Educação Escolar Básica. |
title_short |
Teachers’ perceptions toward the education of students with special needs: a study in the north of Portugal |
title_full |
Teachers’ perceptions toward the education of students with special needs: a study in the north of Portugal |
title_fullStr |
Teachers’ perceptions toward the education of students with special needs: a study in the north of Portugal |
title_full_unstemmed |
Teachers’ perceptions toward the education of students with special needs: a study in the north of Portugal |
title_sort |
Teachers’ perceptions toward the education of students with special needs: a study in the north of Portugal |
author |
Santos, Amanda Fernandes |
author_facet |
Santos, Amanda Fernandes Correia, Luis Miranda Cruz-Santos, Anabela |
author_role |
author |
author2 |
Correia, Luis Miranda Cruz-Santos, Anabela |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santos, Amanda Fernandes Correia, Luis Miranda Cruz-Santos, Anabela |
dc.subject.por.fl_str_mv |
Special Education Inclusion Elementary school. Educação Especial Inclusão Educação Escolar Básica. |
topic |
Special Education Inclusion Elementary school. Educação Especial Inclusão Educação Escolar Básica. |
description |
In our days not only teachers and parents hope for the schools to become inclusive, but all the society seems to understand and advocate for this need. However, when we talk about inclusion are we thinking about the same thing? Do we have the same perception of the needs, so that inclusion can really happen? In order to answers these questions a study was conducted using a questionnaire whose main objective was to understand how teachers understand and perceive the education of the pupils with Special Educational Needs (SEN). 249 teachers participated in the study, all from elementary schools located in Braga, Northern Portugal. The questionnaire had 25 items, divided into three main clusters: (1) Attitudes; (2) Resources; and (3) Collaboration. The results showed significant differences between some of the items and the variables gender, academic qualifications and professional experience. Based on these results, this research indicates that, although participants recognize that it is important to implement the philosophy of inclusion in Portugal, it is necessary to provide more training for all individuals involved in the education of students with SEN. They also indicated that there is a lack of specialized human resources needed to provide quality educational responses for the abovementioned students. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-04-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/9013 10.5902/1984686X9013 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/9013 |
identifier_str_mv |
10.5902/1984686X9013 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/9013/pdf |
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 |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 11-26 Revista de Educación Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 11-26 Revista Educação Especial; Revista Educação Especial, v. 27, n. 48, jan./abr. 2014; 11-26 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1799944199634681856 |