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Inclusão de crianças com trissomia 21 no ensino regular
| Summary: | This study aims to understand the representations of the 1st cycle teachers of basic education, faced with the inclusion of children with Tiresome 21 in regular education classrooms. This is the question that guides our research: “It will be that the 1st Cycle teachers of the Basic Education have knowledge about the development of children with Tiresome 21 and express powers of education-learning to develop practices of inclusion with these children?” For the development of this study, we have the following objectives: Understand the perceptions of the 1st cycle teachers on the process of development in children with Tiresome 21; know the practices for inclusion of children with Tiresome 21 in classrooms of the Regular Teaching of the 1st cycle of basic education and know if the teachers of the 1ST Cycle of Basic Education are prepared for the inclusion of children with Tiresome 21. After a literatures review, we consider in our study the following conjectures: 1st - The 1st cycle teachers of the Regular Teaching of the of Basic Education show good practices for inclusion of students with Tiresome 21; 2nd - The 1st cycle teachers of Regular Education of the of Basic Education show resources and adequate training to act appropriately with pupils with Tiresome 21 for their inclusion; 3rd - The teachers time of service influence their practices of inclusion; 4th - Teachers with training in special needs education show best practices for Inclusion. The results obtained in this study include the following propositions: Teachers with more service time are more inclusive; the great majority of teachers show concerns in relation to the inclusion of children with Tiresome 21; these concerns appear, essentially, by a lack of specialized training in the area of special educational needs, as well as the weak human and physical resources that exist in the schools of regular education. We want to let a note for the favourable representations of teachers about the inclusion of children with Tiresome 21 in rooms of regular education. |
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| Authors: | Ferreira, Marco |
| Subject: | Special Educational Needs Inclusion Tiresome 21 Necessidades Educativas Especiais Regular Education Inclusão Trissomia 21 Ensino Regular |
| Year: | 2016 |
| Country: | Portugal |
| Document type: | master thesis |
| Identifiers: | ID: 201833972 |
| Access type: | Open |
| Associated institution: | Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum |
| Funded project code: | 201833972 |
| Language: | Portuguese |
| Origin: | Repositório Comum |
| Summary: | This study aims to understand the representations of the 1st cycle teachers of basic education, faced with the inclusion of children with Tiresome 21 in regular education classrooms. This is the question that guides our research: “It will be that the 1st Cycle teachers of the Basic Education have knowledge about the development of children with Tiresome 21 and express powers of education-learning to develop practices of inclusion with these children?” For the development of this study, we have the following objectives: Understand the perceptions of the 1st cycle teachers on the process of development in children with Tiresome 21; know the practices for inclusion of children with Tiresome 21 in classrooms of the Regular Teaching of the 1st cycle of basic education and know if the teachers of the 1ST Cycle of Basic Education are prepared for the inclusion of children with Tiresome 21. After a literatures review, we consider in our study the following conjectures: 1st - The 1st cycle teachers of the Regular Teaching of the of Basic Education show good practices for inclusion of students with Tiresome 21; 2nd - The 1st cycle teachers of Regular Education of the of Basic Education show resources and adequate training to act appropriately with pupils with Tiresome 21 for their inclusion; 3rd - The teachers time of service influence their practices of inclusion; 4th - Teachers with training in special needs education show best practices for Inclusion. The results obtained in this study include the following propositions: Teachers with more service time are more inclusive; the great majority of teachers show concerns in relation to the inclusion of children with Tiresome 21; these concerns appear, essentially, by a lack of specialized training in the area of special educational needs, as well as the weak human and physical resources that exist in the schools of regular education. We want to let a note for the favourable representations of teachers about the inclusion of children with Tiresome 21 in rooms of regular education. |
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