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Educação inclusiva : a cooperação dos atores educativos e a emergência de um novo paradigma de escola
| Content Provider | Semantic Scholar |
|---|---|
| Author | Sanches, Isabel |
| Copyright Year | 2011 |
| Abstract | Inclusive Education: the cooperation of the "actors" and the emergence of a new paradigm of school Students considered to have special educational needs compelled a school to open not only for “the” other students but also for “the” other professionals. Special needs students also led to different approaches and teaching methods. The aim of this paper was to assess how do elementary school special needs teachers from the Lisbon educational area cooperate with “the” other intervenients in the special needs students’ educational process: parents, healthcare technicians, psychologists and the school management board (teachers’ council and executive council). 340 special needs teachers were asked to fill in a questionnaire (46.9% of the target population). For the treatment of closed questions was a quantitative analysis using the Statistical Package for the Social Sciences (SPSS). For the open questions was used content analysis, according to the rules prescribed by d'Unrug (1974) and Bardin (1977), also considering the readings that other researchers (Star, 1986; Vala, 1986; Bouillaguet & Robert, 1997) made more recently. Gathered empirical data shows that although existing cooperation is of little significance, it may be the necessary momentum which will lead us to the possibility of a changing in the way we approach special needs students in particular, and all students in general. This momentum may also induce the admission of other professionals in school and even the possibility of a change in the school paradigm itself. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://recil.grupolusofona.pt/bitstream/handle/10437/8966/entretextos-41.pdf?sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
