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Excluir a exclusão : perceção de impacto familiar da inclusão de jovens com trissomia 21 em escolas de ensino regular
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Resumo(s)
A inclusão de jovens com Trissomia 21 em escolas de ensino regular é um processo contínuo de mudança e desenvolvimento da aprendizagem e da participação de todas as pessoas. Tem sido objeto de estudo na literatura, visto ser defendido como a base de uma sociedade inclusiva. No entanto, mantém-se a necessidade de compreender de forma mais aprofundada como a inclusão escolar é percecionada, tanto a nível do próprio conceito teórico e da sua aplicação prática, como do impacto que possui nas famílias. Enquadrado pelo paradigma ecológico, este estudo recorre a uma abordagem qualitativa, analisando tematicamente um conjunto de entrevistas a três grupos distintos: 1) pais de jovens com Trissomia 21; 2) pais de colegas sem necessidades específicas que frequentem a mesma turma de um jovem com Trissomia 21 e 3) profissionais da ação educativa que estejam envolvidos no processo de aprendizagem de um jovem com Trissomia 21. Atendeu-se, em particular, ao impacto familiar percebido da inclusão de jovens com Trissomia 21 em escolas de ensino regular, bem como às conceções de inclusão que cada um destes três grupos possui.
A análise temática dos dados fez emergir três temas principais: Conceções de Inclusão, Perceção de Impacto da Inclusão e Fatores que Moldam a Perceção de Impacto da Inclusão. O conceito de inclusão é, maioritariamente, percecionado pelos pais de jovens com Trissomia 21 como o direito à participação a todos os níveis, pelos pais de jovens sem necessidades específicas como a aceitação das diferenças e pelos profissionais da ação educativa como a adaptação da escola ao aluno. O impacto da inclusão é percebido como positivo, sendo esta um motor de crescimento e desenvolvimento pessoal e familiar. Apesar disto, os pais de jovens com Trissomia 21 referem também aspetos negativos na inclusão dos filhos, nomeadamente as dificuldades de comunicação com a escola, a falta de formação dos professores e a falta de apoio. Os dados apoiaram a ideia de que a inclusão é algo benéfico sendo ainda necessárias, contudo, diversas mudanças para que exista uma inclusão plena. É notória a influência mútua entre a perceção de impacto e as conceções de inclusão, existindo relações entre estas duas temáticas. Os resultados foram discutidos à luz da perspetiva sistémica, tendo-se ainda refletido acerca das implicações dos mesmos para a intervenção e para a investigação na área da inclusão.
The inclusion of young people with Down syndrome in mainstream schools is an ongoing process of change and development of learning and participation for everyone. It has been the subject of study in the literature, as it is advocated as the basis of an inclusive society. However, there is still a need for a deeper understanding of how inclusion in mainstream schools is perceived, both in terms of the theoretical concept itself and its practical application, and the impact it has on families. Framed by the ecological paradigm, this study uses a qualitative approach, analysing sectionally a set of interviews with three distinct groups: 1) parents of young children with Down syndrome; 2) parents of children without special needs who attend the same class as a young person with Down syndrome, and 3) education professionals who are involved in the learning process of a young person with Down syndrome. In particular, attention was paid to the perceived family impact of the inclusion of young people with Down syndrome in schools, as well as to the conceptions of inclusion held by each of these three groups. Three main themes emerged from the analysis of the data: Conceptions of Inclusion, Perception of the Impact of Inclusion, and Factors Shaping the Perception of the Impact of Inclusion. The concept of inclusion is mostly perceived by the parents of young people with Down syndrome as the right to participation at all levels; by the parents of children without specific needs as the overall acceptance of differences; and by education professionals as the adaption of the school to the student. The impact of inclusion is perceived as positive, being a driver for personal growth and family development. Despite this, the parents of young people with Down syndrome also mention some negative aspects in the inclusion of their children, namely the difficulties of communication with the school, the lack of professional training for the teachers and the lack of support. The data supported the idea that inclusion is beneficial, but that several changes are still necessary for there to be full inclusion. There is a clear mutual influence between perceived impact and concessions of inclusion, which creates a natural relation and dialogue between both themes. The results were discussed in the light of the systemic perspective, and the implications for intervention and research in the area of inclusion were reflected upon.
The inclusion of young people with Down syndrome in mainstream schools is an ongoing process of change and development of learning and participation for everyone. It has been the subject of study in the literature, as it is advocated as the basis of an inclusive society. However, there is still a need for a deeper understanding of how inclusion in mainstream schools is perceived, both in terms of the theoretical concept itself and its practical application, and the impact it has on families. Framed by the ecological paradigm, this study uses a qualitative approach, analysing sectionally a set of interviews with three distinct groups: 1) parents of young children with Down syndrome; 2) parents of children without special needs who attend the same class as a young person with Down syndrome, and 3) education professionals who are involved in the learning process of a young person with Down syndrome. In particular, attention was paid to the perceived family impact of the inclusion of young people with Down syndrome in schools, as well as to the conceptions of inclusion held by each of these three groups. Three main themes emerged from the analysis of the data: Conceptions of Inclusion, Perception of the Impact of Inclusion, and Factors Shaping the Perception of the Impact of Inclusion. The concept of inclusion is mostly perceived by the parents of young people with Down syndrome as the right to participation at all levels; by the parents of children without specific needs as the overall acceptance of differences; and by education professionals as the adaption of the school to the student. The impact of inclusion is perceived as positive, being a driver for personal growth and family development. Despite this, the parents of young people with Down syndrome also mention some negative aspects in the inclusion of their children, namely the difficulties of communication with the school, the lack of professional training for the teachers and the lack of support. The data supported the idea that inclusion is beneficial, but that several changes are still necessary for there to be full inclusion. There is a clear mutual influence between perceived impact and concessions of inclusion, which creates a natural relation and dialogue between both themes. The results were discussed in the light of the systemic perspective, and the implications for intervention and research in the area of inclusion were reflected upon.
Descrição
Dissertação de mestrado, Psicologia Clínica e da Saúde (Área de Especialização em Psicologia Clínica Sistémica – Contextos Familiar, Comunitário e Forense), 2022, Universidade de Lisboa, Faculdade de Psicologia
Palavras-chave
Família Inclusão escolar Síndrome de Down Educação inclusiva Dissertações de mestrado - 2022