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INCLUSÃO DE ALUNOS COM NECESSIDADES EDUCATIVAS ESPECIAIS (NEE) NO ENSINO SECUNDÁRIO: AS ATITUDES DOS ENCARREGADOS DE EDUCAÇÃO DE ALUNOS SEM NEE E COM NEE Inclusion of students with special educational needs (sen) in secondary education: the attitudes of p
| Content Provider | Semantic Scholar |
|---|---|
| Author | Santos, Marta Maria Piscalho, Isabel Galinha, Sónia Alexandre Silva, Francisco |
| Copyright Year | 2017 |
| Abstract | Foi aplicado um questionario a 30 EE de uma Escola Secundaria do distrito de Leiria, constituido por 4 blocos tematicos: caracterizacao pessoal; inclusao de alunos NEE em turmas do ensino secundario; inclusao e aprendizagem conteudinal e inclusao e aceitacao social. Destes 30 participantes 10 EE de alunos sem NEE, cujos educandos tinham contacto com a inclusao; 10 EE de alunos sem NEE, cujos educandos nao tinham contacto com a inclusao; 10 EE de alunos NEE. Os dados obtidos pela analise estatistica SPSS (versao 22.0), permitiram observar que os EE demonstraram atitudes favoraveis perante a inclusao, considerando mais vantagens que prejuizos para os alunos NEE, como para os alunos sem NEE, principalmente ao nivel da aceitacao social. Contudo, os EE de alunos sem NEE, cujos educandos tem contacto com a inclusao nas suas turmas, e no que diz respeito a aprendizagem conteudinal e aceitacao social, evidenciaram atitudes menos favoraveis face a inclusao. ABSTRACT A questionnaire was applied to 30 parents of a Secondary School of the district of Leiria, constituted by 4 thematic blocks: personal characterization; Inclusion of SEN students in secondary school classes; Inclusion and conteudinal learning and inclusion and social acceptance. Of these 30 participants 10 parents of students without SEN, whose students had contact with the inclusion; 10 parents of students without SEN, whose students had no contact with inclusion; 10 parents from SEN students. The data obtained by the SPSS statistical analysis (version 22.0) allowed us to observe that the parents demonstrated favorable attitudes towards the inclusion of students with SEN, considering more advantages than losses for both the SEN students and the non-SEN students, especially at the level of Social acceptance. However, parents of students without SEN, whose students have contact with inclusion in their classes, and with regard to conteudinal learning and social acceptance, have shown less favorable attitudes towards inclusion. |
| Starting Page | 163 |
| Ending Page | 174 |
| Page Count | 12 |
| File Format | PDF HTM / HTML |
| DOI | 10.25746/ruiips.v5.i1.14486 |
| Volume Number | 5 |
| Alternate Webpage(s) | http://ojs.ipsantarem.pt/index.php/REVUIIPS/article/download/367/196 |
| Alternate Webpage(s) | https://doi.org/10.25746/ruiips.v5.i1.14486 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
