Schooling of Students with Intellectual Disabilities: Family and School Perspectives
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
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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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:29462024-08-05T21:56:29.963078Repositório 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_ |
1808129375793577984 |