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Inclusão de alunos com necessidades educativas especiais: estudo de caso de um agrupamento de escolas
| Summary: | This study deals with the issue of inclusion of children and young people with special educational needs during the first and second cycles of the public education program. The research was done at an educational facility located in the greater Lisbon region and its aim was to gain a deeper knowledge of the current educational context of this facility in terms of special education. It aims to identify some of the procedures and means that are involved when it comes to the inclusion of such children at the educational facility analyzed in this study. It also aims to clarify in what way do the educational programs designed for children with autism, as stipulated in Decree-law 3/2008 of 7 January, meet the standardized guidelines of inclusive education. The research methods used to carry out this study were qualitative and interpretative. The semi-structured interview was the data collection technique considered the most appropriate for this study and documental analysis (educational project grouping, the annual plan of activities and documents of special education). The field work was done between April and July of 2012. For the analysis and interpretation of the data obtained from the interviews, an analysis of the content was carried out, as it was considered the most appropriate when taking into consideration the objectives of the research. The categories and subcategories were introduced after the analysis of the interviews with teachers at this educational facility. These teachers had directly or indirectly worked with students with special educational needs and has also carried out a cross data from document analysis and legislative. Highlight some results obtained from the study, as a good organization, the constant updating of professional and functioning of the multidisciplinary team, as facilitators of inclusion, in contrast to the conditions of the classrooms, the large classes that constitute barriers to inclusive school. |
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| Authors: | Ferreira, Marco; Mestre, Amélia |
| Subject: | Inclusive education Special educational needs Inclusion Necessidades Educativas Especiais Escola inclusiva Inclusão |
| Year: | 2016 |
| Country: | Portugal |
| Document type: | master thesis |
| Identifiers: | ID: 201852152 |
| Access type: | Open |
| Associated institution: | Repositório Comum, Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum, Instituto Superior de Ciências Educativas |
| Funded project code: | 201852152 |
| Language: | Portuguese |
| Origin: | Repositório Comum |
| Summary: | This study deals with the issue of inclusion of children and young people with special educational needs during the first and second cycles of the public education program. The research was done at an educational facility located in the greater Lisbon region and its aim was to gain a deeper knowledge of the current educational context of this facility in terms of special education. It aims to identify some of the procedures and means that are involved when it comes to the inclusion of such children at the educational facility analyzed in this study. It also aims to clarify in what way do the educational programs designed for children with autism, as stipulated in Decree-law 3/2008 of 7 January, meet the standardized guidelines of inclusive education. The research methods used to carry out this study were qualitative and interpretative. The semi-structured interview was the data collection technique considered the most appropriate for this study and documental analysis (educational project grouping, the annual plan of activities and documents of special education). The field work was done between April and July of 2012. For the analysis and interpretation of the data obtained from the interviews, an analysis of the content was carried out, as it was considered the most appropriate when taking into consideration the objectives of the research. The categories and subcategories were introduced after the analysis of the interviews with teachers at this educational facility. These teachers had directly or indirectly worked with students with special educational needs and has also carried out a cross data from document analysis and legislative. Highlight some results obtained from the study, as a good organization, the constant updating of professional and functioning of the multidisciplinary team, as facilitators of inclusion, in contrast to the conditions of the classrooms, the large classes that constitute barriers to inclusive school. |
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