A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado

Abstract

RESUMO: este artigo particulariza dados de uma pesquisa e teve como objetivo descrever a opinião dos docentes acerca da inclusão de alunos com Necessidades Educativas Especiais e conhecer os fatores que justificam essas opiniões, após seis anos da implementação de um decreto Português que teve o objetivo de promover a igualdade de oportunidades, valorizar a educação e promover a melhoria da qualidade do ensino. Foram inquiridos 244 docentes de escolas públicas e privadas do Porto, através de um instrumento constituído por cinco vinhetas que descreviam diferentes funcionamentos de crianças. Os resultados indicaram que as crianças descritas com funcionamentos compatíveis com Perturbação de Espetro de Autismo e Paralisia Cerebral foram as menos aceitos, sendo as justificações aduzidas a falta de formação, a impossibilidade de despender o tempo de ensino necessário e a exigência dos outros alunos obterem bons resultados acadêmicos. A formação em Educação Especial apenas estava associada à maior aceitação de alunos com Paralisia Cerebral, e ser docente-educador versus professor do 1º ciclo influencia a aceitação de alunos com Perturbação de Espetro de Autismo, Paralisia Cerebral e Atraso Global de Desenvolvimento/Dificuldades de Aprendizagem. Os docentes do ensino privado evidenciaram maior aceitação dos alunos descritos do que os do público. PALAVRAS-CHAVE: Educação Especial. Inclusão. Ensino público/privado.ABSTRACT: This article presents research data and aims to describe the opinion of teachers on the inclusion of students with special needs, exploring the factors that justify their opinion after six years of the Portuguese Decree implementation which aimed to promote equality of opportunities, to value education and to promote improvement in teaching quality. The study included 244 teachers, from public and private schools of Porto through an instrument composed by 5 vignettes with the description of the children's behaviors. The results revealed that behaviors compatible with Autism Spectrum Disorder and Cerebral Palsy were less accepted. The justifications were placed on the lack of training and time to support the child, due to the need of meeting curricular and achievement demands. It also revealed that the training in Special Education was only associated with the students with Cerebral Palsy, and that being kindergarten teacher vs. elementary school teacher influences the acceptance of students with Autism Spectrum Disorder, Cerebral Palsy and Global Developmental/Learning Disabilities. Private school teachers showed a better acceptance of these students in comparison with the ones from public schools.

Perspectivas e práticas de apoio educativo aos alunos com transtornos da linguagem em Portugal

“…Thus, students´ characteristics need to be known, identifying their needs, and using precise strategies and resources to lead them to educational success. This success does not have to be the same for everyone (6,7) .…”

“…Such support services include the needs, capacities and life style of all children, considering the diversity in the classroom, with the implementation of educational programs and the articulation between educational programs and projects (5,6) .…”

“…Today, the intervention procedures for these children are based on strategies and methods implemented in environments where the child is inserted with their peers (5,6) .…”

“…implement activities in teaching-learning environments to recognize, support and develop all of the child's abilities is fundamental, in which adequate collaborative practices enable the acquisitions for the child (3,7) . Developing practical guidelines for collaboratively organizing the intervention to meet the needs of all children in regular classes should be a requirement of the procedures to ensure that they receive adequate services at school (6,7) .…”

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

“…In fact, some studies highlighted the crucial role of teacher's interactions and behaviors in promoting the engagement of children with disabilities, as these children often need more support to get and maintain active and positive engagement in different activities in inclusive educational settings (Mahoney and Wheeden, 1999;McWilliam et al, 2003;Grande and Pinto, 2009). However, a scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive environments, to draw meaningful implications for ECEC teachers training and education (e.g., Hu and Szente, 2010;Vieira-Rodrigues and Sanches-Ferreira, 2017), particularly focusing on the strategies/tools teachers can use to provide support in inclusive education. Moreover, instruments assessing ECEC quality tend to focus on the direct assessment of teacher-child interactions, mainly through observation (e.g., Classroom Assessment Scoring System, for parsimony, CLASS; Pianta et al, 2008), failing to address teacher's knowledge and needs regarding the implementation of specific strategies in daily pedagogical practices (i.e., whether or not they are desirable and feasible to implement, meaning their desirability and feasibility, regarding the group and the child).…”