Publicação

Inclusão de Alunos de Baixa Visão em Turmas de Ensino Regular - as Conceções e Perceções de Professores do 1º Ciclo do Ensino Básico - Um estudo de caso

Detalhes bibliográficos
Resumo:	Inclusive education has been one of the most addressed themes in schools, by different education agencies, including teachers. The controversy about inclusion in schools involves defining who it is entitled to, and it is argued that it should cover any student who has educational needs (Wilson, 2000). It is understood that educational need is any difficulty felt by a student, whether it is cognitive, motor, visual, auditory ... or other. However, in the case of a student with visual difficulties, namely, low vision, how are teachers prepared to promote their inclusion in their regular education classes? The present study aims to answer the previous question, making known the conceptions and perceptions of teachers of the 1st cycle of basic education on the inclusion of low vision students in classes of regular education, emphasizing the pedagogical practices of teachers, promoting this same inclusion. In this study, the methodology used focuses on the interpretive paradigm, that is, it promotes a qualitative investigation (Ainsworth, 2013) from which a case study design is developed. The participants were teachers of the 1st cycle of basic education and data was collected through one questionnaire and documents. The treatment and analysis of data was based on a content analysis, that is, after the data collection proceeded to categorize, by themes, the responses obtained in order to facilitate the analysis of the data. With regard to the results, it is observed that, in the majority, the conceptions of the teachers of the 1st cycle of basic education meet the various authors mentioned throughout the study, that is, the teachers participating in the research adopt (or would adopt) a positive attitude in order to promote the inclusion of students with low vision, namely in their pedagogical practices, as well as in the involvement of the various educational agents participating in the learning of students with low vision. Thus, this study contributes to the extent that it makes known a little explored topic, with regard to low vision and also appears as a form of self-reflection, as it is a topic that raises some interest at a personal level.
Autores:	Machado, Ricardo
Assunto:	Inclusive education; Low vision students; Teachers' conceptions; 1st cycle of basic education. Educação inclusiva; Alunos de baixa visão; Conceções de professores; 1.º ciclo do ensino básico
Ano:	2020
País:	Portugal
Tipo de documento:	dissertação de mestrado
Identificadores:	ID: 202636690
Tipo de acesso:	Aberto
Instituição associada:	Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum
Código do projeto financiado:	202636690
Idioma:	português
Origem:	Repositório Comum

Descrição
Resumo:	Inclusive education has been one of the most addressed themes in schools, by different education agencies, including teachers. The controversy about inclusion in schools involves defining who it is entitled to, and it is argued that it should cover any student who has educational needs (Wilson, 2000). It is understood that educational need is any difficulty felt by a student, whether it is cognitive, motor, visual, auditory ... or other. However, in the case of a student with visual difficulties, namely, low vision, how are teachers prepared to promote their inclusion in their regular education classes? The present study aims to answer the previous question, making known the conceptions and perceptions of teachers of the 1st cycle of basic education on the inclusion of low vision students in classes of regular education, emphasizing the pedagogical practices of teachers, promoting this same inclusion. In this study, the methodology used focuses on the interpretive paradigm, that is, it promotes a qualitative investigation (Ainsworth, 2013) from which a case study design is developed. The participants were teachers of the 1st cycle of basic education and data was collected through one questionnaire and documents. The treatment and analysis of data was based on a content analysis, that is, after the data collection proceeded to categorize, by themes, the responses obtained in order to facilitate the analysis of the data. With regard to the results, it is observed that, in the majority, the conceptions of the teachers of the 1st cycle of basic education meet the various authors mentioned throughout the study, that is, the teachers participating in the research adopt (or would adopt) a positive attitude in order to promote the inclusion of students with low vision, namely in their pedagogical practices, as well as in the involvement of the various educational agents participating in the learning of students with low vision. Thus, this study contributes to the extent that it makes known a little explored topic, with regard to low vision and also appears as a form of self-reflection, as it is a topic that raises some interest at a personal level.