Os desafios da multideficiência : um olhar sobre uma unidade de apoio à multideficiência
Type
article
Creator
Publisher
Identifier
BARROSO, Estefânia ; MESQUITA, Helena (2014) – Os desafios da multideficiência: um olhar sobre uma unidade de apoio à multideficiência. Revista Educação Especial. ISSN 1808-270X. Vol. 27, n.º 48, p. 219-232.
1808-270X
1984-686X
Title
Os desafios da multideficiência : um olhar sobre uma unidade de apoio à multideficiência
The challenges of multiple disabilities : a look at a specialized unit for students with multiple disabilities
The challenges of multiple disabilities : a look at a specialized unit for students with multiple disabilities
Subject
Inclusão
Multideficiência
Unidades de apoio à multideficiência e surdocegueira congénita
Inclusion
Multiple disabilities
Specialized units for students with multiple disabilities and congenital deafness-blindness
Multideficiência
Unidades de apoio à multideficiência e surdocegueira congénita
Inclusion
Multiple disabilities
Specialized units for students with multiple disabilities and congenital deafness-blindness
Relation
48;
Date
2016-04-16T10:05:46Z
2016-04-16T10:05:46Z
2014
2016-04-16T10:05:46Z
2014
Description
Uma das medidas implementadas em Portugal, nos últimos anos, com o objetivo de construir uma escola inclusiva, tem sido a criação de Unidades de Apoio Especializado para a educação de Alunos com Multideficiência e Surdocegueira Congénita (UAEM). Para compreender a problemática da multideficiência e a inclusão educativa de alunos com multideficiência, importa verificar quais as opiniões dos professores do Ensino Regular que possuem alunos com multideficiência incluídos nas suas turmas, e dos professores de Educação Especial acerca da presença de uma Unidade de Apoio à Multideficiência no Agrupamento de escolas em que lecionam. Para atingir esse objetivo a metodologia que pareceu mais adequada foi a do estudo de caso, tendo sido utilizada como técnica de recolha de dados a observação (participante) e o inquérito (por questionário). No decorrer da investigação observou-se o funcionamento de uma Unidade de Apoio Especializado para a Educação de Alunos com Multideficiência e analisou-se a opinião de 24 professores que integram as amostras selecionadas para este estudo. Os resultados obtidos, neste trabalho, permitem concluir que, para os professores inquiridos, as UAEM são a melhor resposta educativa para crianças com multideficiência, tanto para a realização de aprendizagens, como para a sua socialização. Permitem, ainda, concluir que os professores de Educação Especial se sentem mais preparados para trabalhar com este tipo de público que os professores de Ensino Regular e que as opiniões sobre estas questões não divergem substancialmente entre os professores de Educação Especial e os professores de Ensino Regular.
The creation of Specialized Units for students with multiple disabilities and congenital deafness-blindness in schools has been one of the implemented me¬asures during the last past years to promote inclusive education. To understand the problem of multiple disabilities and inclusive education for students with multiple disabilities which must ascertain the views of Regular Education teachers who have students with multiple disabilities included in their classes and Special Education teachers about the presence of a Supporting Unit in grouping multiple disabilities they are teaching. To achieve this goal the methodology that seemed most appropria¬te was the case study and the instruments that have been used to collect data were participant observation and questionnaire. During the investigation it was observed how the Special Unit for Students with Multiple Disabilities was working and it was analyzed the opinions of 24 teachers participating in the samples selected for this study. The results obtained in the empirical component of this study support the conclusion that the teachers surveyed for the Special Unit are the best educational response for children with multiple disabilities to perform both learning and their socialization. We conclude that Special Education teachers feel more prepared to work with this type of audience than teachers from Regular Teaching; and opinions on these issues do not differ substantially between teachers of Special Education and Regular Education teachers.
The creation of Specialized Units for students with multiple disabilities and congenital deafness-blindness in schools has been one of the implemented me¬asures during the last past years to promote inclusive education. To understand the problem of multiple disabilities and inclusive education for students with multiple disabilities which must ascertain the views of Regular Education teachers who have students with multiple disabilities included in their classes and Special Education teachers about the presence of a Supporting Unit in grouping multiple disabilities they are teaching. To achieve this goal the methodology that seemed most appropria¬te was the case study and the instruments that have been used to collect data were participant observation and questionnaire. During the investigation it was observed how the Special Unit for Students with Multiple Disabilities was working and it was analyzed the opinions of 24 teachers participating in the samples selected for this study. The results obtained in the empirical component of this study support the conclusion that the teachers surveyed for the Special Unit are the best educational response for children with multiple disabilities to perform both learning and their socialization. We conclude that Special Education teachers feel more prepared to work with this type of audience than teachers from Regular Teaching; and opinions on these issues do not differ substantially between teachers of Special Education and Regular Education teachers.
Access restrictions
openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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