Schooling of Students with Intellectual Disabilities: Family and School Perspectives

Detalhes bibliográficos
Autor(a) principal: Maturana, Ana Paula Pacheco Moraes
Data de Publicação: 2019
Outros Autores: Mendes, Enicéia Gonçalves, Capellini, Vera Lúcia Messias Fialho
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1590/1982-4327e2925
http://hdl.handle.net/11449/183753
Resumo: Abstract Educational policies aimed at school inclusion have led to an increased enrollment of students with special education needs (SEN) in mainstream schools and, as a result, there is an increase in transfers from specialized institutions to mainstream schools. This study analyzed the perspectives of school professionals and family members on school transfers of students with intellectual disabilities (ID). Six family members and ten school professionals participated in the study. All attended semi-structured interviews, whose analysis allowed us to identify five thematic axes: teacher training; lack of preparation and information; lack of supports; lack of preparation for transfer; expectations regarding the ID student, mainly concerning behavioral characteristics, learning and performance. Results confirm data from research on the implementation of special education in inclusive environments, indicating that teachers’, managers’ and families’ conceptions of inclusion depend on the severity of the student’s disability, and on the skills and attitudes of the professionals.
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spelling Schooling of Students with Intellectual Disabilities: Family and School PerspectivesLa Escolarización de Alumnos con Discapacidad Intelectual: Perspectivas de la Familia y de la EscuelaEscolarização de Alunos com Deficiência Intelectual: Perspectivas da Família e Escolainclusionspecial educationintellectual disabilityschool transferenceinclusão escolareducação especialdeficiência intelectualtransferência escolarAbstract Educational policies aimed at school inclusion have led to an increased enrollment of students with special education needs (SEN) in mainstream schools and, as a result, there is an increase in transfers from specialized institutions to mainstream schools. This study analyzed the perspectives of school professionals and family members on school transfers of students with intellectual disabilities (ID). Six family members and ten school professionals participated in the study. All attended semi-structured interviews, whose analysis allowed us to identify five thematic axes: teacher training; lack of preparation and information; lack of supports; lack of preparation for transfer; expectations regarding the ID student, mainly concerning behavioral characteristics, learning and performance. Results confirm data from research on the implementation of special education in inclusive environments, indicating that teachers’, managers’ and families’ conceptions of inclusion depend on the severity of the student’s disability, and on the skills and attitudes of the professionals.Resumen Las políticas educativas hacia la inclusión escolar están aumentando las matrículas de alumnos, público objetivo de la educación especial, en la escuela común, y como consecuencia se observa un incremento de transferencias de las instituciones especializadas para las escuelas comunes. El estudio analizó las perspectivas de profesionales de la escuela y de familiares sobre las transferencias escolares de alumnos con discapacidad intelectual (DI). En él participaron seis familiares y diez profesionales de la escuela. Todos los participantes respondieron a una entrevista semiestructurada, cuyo análisis permitió identificar cinco ejes temáticos: la formación del profesor, falta de preparación y de información; la ausencia de soportes; la ausencia de preparación para la transferencia; las expectativas en cuanto al alumno con DI en relación a las características conductuales, de aprendizaje y de desempeño. Los resultados confirman datos presentes en investigaciones sobre la implementación de la educación especial en ámbitos inclusivos, señalando que las concepciones de los profesores, gestores y familiares frente a la inclusión dependen de la severidad de la discapacidad del alumno, de las habilidades y actitudes de los profesionales.Resumo Políticas educacionais voltadas à inclusão escolar têm levado ao aumento de matrículas de alunos público alvo da educação especial (PAEE) na escola comum e como resultado observa-se aumento de transferências das instituições especializadas para escolas comuns. O estudo analisou as perspectivas de profissionais da escola e familiares sobre as transferências escolares de alunos com deficiência intelectual (DI). Participaram seis familiares e dez profissionais da escola. Todos responderam a uma entrevista semiestruturada, cuja análise permitiu identificar cinco eixos temáticos: formação do professor, despreparo e falta de informação; falta de suportes; ausência de preparo para a transferência; expectativas quanto ao aluno com DI em relação às características comportamentais, aprendizagem e desempenho. Os resultados ratificam dados presentes em pesquisas sobre a implementação da educação especial em ambientes inclusivos, sinalizando que concepções dos professores, gestores e familiares frente à inclusão dependem da severidade da deficiência do aluno, das habilidades e atitudes dos profissionais.Universidade Estadual PaulistaUniversidade Federal de São CarlosUniversidade Estadual PaulistaUniversidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em PsicologiaUniversidade Estadual Paulista (Unesp)Universidade Federal de São CarlosMaturana, Ana Paula Pacheco MoraesMendes, Enicéia GonçalvesCapellini, Vera Lúcia Messias Fialho2019-10-03T17:31:29Z2019-10-03T17:31:29Z2019info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article-application/pdfhttp://dx.doi.org/10.1590/1982-4327e2925Paidéia (Ribeirão Preto). Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia, v. 29, p. -, 2019.0103-863Xhttp://hdl.handle.net/11449/18375310.1590/1982-4327e2925S0103-863X2019000100403S0103-863X2019000100403.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengPaidéia (Ribeirão Preto)info:eu-repo/semantics/openAccess2024-01-02T06:20:38Zoai:repositorio.unesp.br:11449/183753Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-01-02T06:20:38Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Schooling of Students with Intellectual Disabilities: Family and School Perspectives
La Escolarización de Alumnos con Discapacidad Intelectual: Perspectivas de la Familia y de la Escuela
Escolarização de Alunos com Deficiência Intelectual: Perspectivas da Família e Escola
title Schooling of Students with Intellectual Disabilities: Family and School Perspectives
spellingShingle Schooling of Students with Intellectual Disabilities: Family and School Perspectives
Maturana, Ana Paula Pacheco Moraes
inclusion
special education
intellectual disability
school transference
inclusão escolar
educação especial
deficiência intelectual
transferência escolar
title_short Schooling of Students with Intellectual Disabilities: Family and School Perspectives
title_full Schooling of Students with Intellectual Disabilities: Family and School Perspectives
title_fullStr Schooling of Students with Intellectual Disabilities: Family and School Perspectives
title_full_unstemmed Schooling of Students with Intellectual Disabilities: Family and School Perspectives
title_sort Schooling of Students with Intellectual Disabilities: Family and School Perspectives
author Maturana, Ana Paula Pacheco Moraes
author_facet Maturana, Ana Paula Pacheco Moraes
Mendes, Enicéia Gonçalves
Capellini, Vera Lúcia Messias Fialho
author_role author
author2 Mendes, Enicéia Gonçalves
Capellini, Vera Lúcia Messias Fialho
author2_role author
author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
Universidade Federal de São Carlos
dc.contributor.author.fl_str_mv Maturana, Ana Paula Pacheco Moraes
Mendes, Enicéia Gonçalves
Capellini, Vera Lúcia Messias Fialho
dc.subject.por.fl_str_mv inclusion
special education
intellectual disability
school transference
inclusão escolar
educação especial
deficiência intelectual
transferência escolar
topic inclusion
special education
intellectual disability
school transference
inclusão escolar
educação especial
deficiência intelectual
transferência escolar
description Abstract Educational policies aimed at school inclusion have led to an increased enrollment of students with special education needs (SEN) in mainstream schools and, as a result, there is an increase in transfers from specialized institutions to mainstream schools. This study analyzed the perspectives of school professionals and family members on school transfers of students with intellectual disabilities (ID). Six family members and ten school professionals participated in the study. All attended semi-structured interviews, whose analysis allowed us to identify five thematic axes: teacher training; lack of preparation and information; lack of supports; lack of preparation for transfer; expectations regarding the ID student, mainly concerning behavioral characteristics, learning and performance. Results confirm data from research on the implementation of special education in inclusive environments, indicating that teachers’, managers’ and families’ conceptions of inclusion depend on the severity of the student’s disability, and on the skills and attitudes of the professionals.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-03T17:31:29Z
2019-10-03T17:31:29Z
2019
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://dx.doi.org/10.1590/1982-4327e2925
Paidéia (Ribeirão Preto). Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia, v. 29, p. -, 2019.
0103-863X
http://hdl.handle.net/11449/183753
10.1590/1982-4327e2925
S0103-863X2019000100403
S0103-863X2019000100403.pdf
url http://dx.doi.org/10.1590/1982-4327e2925
http://hdl.handle.net/11449/183753
identifier_str_mv Paidéia (Ribeirão Preto). Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia, v. 29, p. -, 2019.
0103-863X
10.1590/1982-4327e2925
S0103-863X2019000100403
S0103-863X2019000100403.pdf
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Paidéia (Ribeirão Preto)
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 de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia
publisher.none.fl_str_mv Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia
dc.source.none.fl_str_mv SciELO
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
_version_ 1799965489868308480

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