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Perspetivas de pais sobre inclusão: um estudo com pais de alunos que beneficiam de medidas de suporte à aprendizagem e à inclusão
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Advisor(s)
Abstract(s)
O percurso da separação à inclusão, em contexto escolar, é marcado por diferentes marcos históricos, nomeadamente pela luta dos pais (advocacy) em defesa dos direitos dos seus filhos. A necessidade da sua participação está presente em normativos e documentos legais, valorizando o seu contributo no processo de inclusão. Partindo da questão “Que perspetivas têm os pais de alunos com medidas de suporte à aprendizagem e à inclusão sobre a inclusão dos seus filhos na escola?”, a finalidade desta investigação é conhecer as perspetivas destes pais sobre a inclusão dos seus filhos na escola. Definiram-se como objetivos: (1) Conhecer a influência das habilitações académicas dos pais de alunos com medidas de suporte à aprendizagem e à inclusão nas suas perspetivas sobre inclusão; (2) Conhecer a influência do ciclo de escolaridade que os filhos frequentam nas perspetivas dos pais sobre inclusão; (3) Conhecer a influência da problemática dos filhos nas perspetivas dos pais sobre inclusão; (4) Conhecer a influência das medidas de suporte à aprendizagem e à inclusão nas perspetivas dos pais sobre inclusão; (5) Conhecer a influência do tempo de apoio dos serviços de educação especial/inclusiva nas perspetivas dos pais sobre inclusão. Tendo por base uma metodologia quantitativa e o inquérito por questionário, como técnica de recolha de dados, aplicou-se um questionário sociodemográfico e uma escala (traduzida e adaptada), obtendo-se 123 respostas de pais, de seis agrupamentos de escolas do distrito de Bragança. Destacam-se como conclusões: os pais consideram, maioritariamente, que a inclusão representa uma mudança positiva no nosso sistema educativo; pais com ensino superior têm uma perspetiva mais favorável face à inclusão e relatam mais dificuldade no processo de inclusão dos filhos, pais com ensino secundário parecem revelar uma maior tendência à segregação de alunos com deficiências graves e são os que tentam comunicar mais frequentemente com os professores; pais de alunos do 1.º CEB são os que sentem ter um papel mais importante como membros da equipa; a problemática dos filhos não influenciou as perspetivas dos pais; pais de alunos que beneficiam de medidas adicionais são os que sentem o seu contributo mais valorizado e os que relatam maior dificuldade em ajudar na inclusão dos filhos; pais de alunos que recebem apoio há menos tempo demonstram maior dificuldade em comunicar eficazmente com professores e outros profissionais.
The journey from separation to inclusion in schools is marked by different historical milestones, namely the struggle of parents (advocacy) in defense of their children's rights. The need for their participation is present in regulations and legal documents, valuing their contribution to the inclusion process. Starting from the question “What are the perspectives of parents of students with learning and inclusion support measures on the inclusion of their children in school?”, the purpose of this research is to understand these parents' perspectives on the inclusion of their children in school. The following objectives were defined: (1) To understand the influence of the academic qualifications of parents of students with learning and inclusion support measures on their perspectives on inclusion; (2) To understand the influence of the school cycle their children attend on parents' perspectives on inclusion; (3) To understand the influence of their children's problems on parents' perspectives on inclusion; (4) To understand the influence of learning and inclusion support measures on parents' perspectives on inclusion; (5) To understand the influence of the length of time special/inclusive education services have been provided on parents' perspectives on inclusion. Based on a quantitative methodology and questionnaire survey as a data collection technique, a sociodemographic questionnaire and a scale (translated and adapted) were applied, obtaining 123 responses from parents from six school clusters in Bragança’s district. The main conclusions are as follows: most parents consider inclusion to be a positive change in our education system; parents with higher education have a more favorable view of inclusion and report more difficulty in the process of including their children; parents with secondary education seem to show a greater tendency to segregate students with severe disabilities and are the ones who try to communicate more frequently with teachers; parents of first cycle of basic school students are the ones who feel they have a more important role as team members; the problems faced by their children did not influence the parents' perspectives; parents of students who benefit from additional measures are those who feel their contribution is most valued and who report greater difficulty in helping their children's inclusion; parents of students who have been receiving support for a shorter period of time show greater difficulty in communicating effectively with teachers and other professionals.
The journey from separation to inclusion in schools is marked by different historical milestones, namely the struggle of parents (advocacy) in defense of their children's rights. The need for their participation is present in regulations and legal documents, valuing their contribution to the inclusion process. Starting from the question “What are the perspectives of parents of students with learning and inclusion support measures on the inclusion of their children in school?”, the purpose of this research is to understand these parents' perspectives on the inclusion of their children in school. The following objectives were defined: (1) To understand the influence of the academic qualifications of parents of students with learning and inclusion support measures on their perspectives on inclusion; (2) To understand the influence of the school cycle their children attend on parents' perspectives on inclusion; (3) To understand the influence of their children's problems on parents' perspectives on inclusion; (4) To understand the influence of learning and inclusion support measures on parents' perspectives on inclusion; (5) To understand the influence of the length of time special/inclusive education services have been provided on parents' perspectives on inclusion. Based on a quantitative methodology and questionnaire survey as a data collection technique, a sociodemographic questionnaire and a scale (translated and adapted) were applied, obtaining 123 responses from parents from six school clusters in Bragança’s district. The main conclusions are as follows: most parents consider inclusion to be a positive change in our education system; parents with higher education have a more favorable view of inclusion and report more difficulty in the process of including their children; parents with secondary education seem to show a greater tendency to segregate students with severe disabilities and are the ones who try to communicate more frequently with teachers; parents of first cycle of basic school students are the ones who feel they have a more important role as team members; the problems faced by their children did not influence the parents' perspectives; parents of students who benefit from additional measures are those who feel their contribution is most valued and who report greater difficulty in helping their children's inclusion; parents of students who have been receiving support for a shorter period of time show greater difficulty in communicating effectively with teachers and other professionals.
Description
Keywords
Inclusão Perspetivas Pais Escolas Medidas de suporte à aprendizagem e à inclusão Estudo quantitativo