Percepções de educadores quanto a inclusao e integracao de crianças e jovens com necessidades especiais

AUTOR(ES)
DATA DE PUBLICAÇÃO

2000

RESUMO

This study focus on understanding the way tecchers and educational technicians realize and represent the issue of including and integrating children and adolescents with special needs in ordinary classes in state public schools. It analyzes concepts of people with special needs and the meaning of this concepts concerning individuals, the concepts of inclusion and integration, the matter of the teachers and their qualities and specialization for dealing with this kind of children or adolescent and the educationalist perception about the whole issue. There have been applied questionnaires with both dissertative and directed responses to professionals involved in several segments within the educational system. There were Teaching Director, Pedagogic Technicial Assistants, School Principals, Pedagogical Coordinators and teachers, the latters both from special and regular schools. This questionnaires versed on including and integrating children and adolescents with special needs in public schools. The analyses of the responses showed difficulties on the structuralization of new representation concerning students with special needs but it also rose perceptions that demonstrate receptivity and overture for this matter. The feelings are ambiguous and the rationalizations, very non objetctive. The efective inclusion path needs going through the changing of this representations so projects and works could be developed that way

ASSUNTO(S)

psicologia educacional necessidades especiais alunos formação de professores

ACESSO AO ARTIGO

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