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Aceitação de alunos com NEE pela turma: Um contributo para o debate sobre a inclusão
| Summary: | The inclusion has been legislated by various countries, including Portugal. Its principles advocate that all children and young people should learn together. Numerous advantages have been identified for inclusion of pupils with Special Educational Needs (SEN), particularly advantages associated with socialization. However, at the same time, many difficulties have been identified by studies that indicate that pupils with SEN are not easily accepted by regular peers. In this sense it is important to know the degree of acceptance of students with SEN and how friendships are established between students with SEN and their non-SEN peers. For this we developed a sociometric study. The sample included 60 students belonging to three classes of 7th grade at a public school in Greater Lisbon. The results indicate that in general, except for dyslexic students, pupils with SEN are less accepted and develop fewer friendships than their peers without SEN in the three classes. These results are consistent with the results from several other studies. The acceptance and friendships have been more strongly associated with the autonomy, mobility and communication as well as with interpersonal and cognitive development. Although less obvious, an association with the curriculum and knowledge of the class was also observed. |
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| Authors: | Freire, Sofia |
| Subject: | Aceitação Social Special Educational Needs Inclusion Social Acceptance Friendship Sociometria Necessidades Educativas Especiais Sociometry Amizade Inclusão |
| Year: | 2015 |
| Country: | Portugal |
| Document type: | master thesis |
| Identifiers: | ID: 201855194 |
| Access type: | Open |
| Associated institution: | Repositório Comum, Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências |
| Funded project code: | 201855194 |
| Language: | Portuguese |
| Origin: | Repositório Comum |
| Summary: | The inclusion has been legislated by various countries, including Portugal. Its principles advocate that all children and young people should learn together. Numerous advantages have been identified for inclusion of pupils with Special Educational Needs (SEN), particularly advantages associated with socialization. However, at the same time, many difficulties have been identified by studies that indicate that pupils with SEN are not easily accepted by regular peers. In this sense it is important to know the degree of acceptance of students with SEN and how friendships are established between students with SEN and their non-SEN peers. For this we developed a sociometric study. The sample included 60 students belonging to three classes of 7th grade at a public school in Greater Lisbon. The results indicate that in general, except for dyslexic students, pupils with SEN are less accepted and develop fewer friendships than their peers without SEN in the three classes. These results are consistent with the results from several other studies. The acceptance and friendships have been more strongly associated with the autonomy, mobility and communication as well as with interpersonal and cognitive development. Although less obvious, an association with the curriculum and knowledge of the class was also observed. |
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