A carregar...
Publicação
Barreiras e facilitadores na implementação do Decreto-lei n.º 54/2018 em escolas que integravam as unidades de apoio à educação de alunos com perturbações do espetro do autismo : Da teoria à prática educativa
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.23 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Os processos educativos têm vindo a sofrer várias modificações ao longo dos anos e por sua vez, os processos legislativos também sofreram alterações, tentando promover o acesso à educação para todos. Este processo evolutivo, iniciou-se com a negligência e ausência total de atendimento às pessoas com deficiência, seguida de uma fase segregativa das mesmas e a sua posterior integração. Posto isto, na década de 90, surgiram práticas, princípios e políticas que permitiram a inclusão destes alunos nas escolas. Desta forma, com o intuito de criar uma escola onde todos os alunos, pudessem ser incluídos, surgiu o Decreto-lei n.º 3/2008, que foi instantaneamente criticado, defendendo-se que segundo este, a inclusão não era bem aplicada, uma vez que existia o ensino regular e um ensino paralelo a este. Para colmatar esta situação, mais tarde foi criado o Decreto-lei n.º 54/2018, que veio tentar colmatar as falhas encontradas no anterior, trazendo essencialmente a mudança de paradigma da educação inclusiva. Desta forma, e sendo o objetivo principal do estudo, perceber as barreiras e facilitadores que influenciam implementação das normas descritas no Decreto-lei n.º 54/2018, aplicaram-se vários instrumentos não só, aos pais e/ou encarregados de educação de crianças do 1.º ciclo de escolas sediadas em Lisboa e participantes no programa de natação curricular da Câmara Municipal de Lisboa, mas também aos seus respetivos professores de educação especial que frequentavam as antigas unidades de ensino estruturado que dão apoio direto a alunos com Perturbações do Espetro do Autismo. Os resultados demonstram que principalmente como barreiras à aplicação do Decreto-lei n.º 54/2018 surge o facto das medidas propostas serem muito recentes, o excesso de nomenclatura que exige, a falta de recursos, a funcionalidade de alguns alunos, a relação entre docentes e a subjetividade das medidas. Por outro lado, como facilitadores surgem a experiência dos professores e a relação entre os alunos, principalmente referidos.
Educational processes and legislative processes have suffered several changes over the years, trying to promote access to education for all. This evolutionary process started with negligence and total lack of service to people with disabilities, followed by a segregation phase and their subsequent integration. In the 90s, new practices, principles and policies emerged and allowed the inclusion of these students in schools. In order to create a school where all students could be included, Decree-Law nr. 3/2008 emerged, which was instantly criticized, because inclusion was not well applied, and special education was a system established parallel to regular education. As a new solution to this situation, Decree-Law nr. 54/2018 took effect, which came to try to remedy the shortcomings found in the previous one, essentially bringing the paradigm shift to the inclusive education. In this way, and being the main objective of the study, to understand the barriers and facilitators that influence the implementation of the norms described in Decree-Law nr. 54/2018, several instruments were applied, not only to parents and / or guardians of 1st cycle children from schools based in Lisboa and participating in the curricular swimming program of the Câmara Municipal de Lisboa, but also to their respective special education teachers who attended the former structured teaching units and who give direct support to students with Autism Spectrum Disorders. The results show that mainly referred barriers to the application of Decree-Law nr. 54/2018 were the fact that the proposed measures are very recent arises, the excess of nomenclature it rquires, the lack of resources, the functionality of some students, the relationship between teachers and the subjectivity of the measures. On the other hand, as facilitators, was referred the experience of teachers and the relationship between students.
Educational processes and legislative processes have suffered several changes over the years, trying to promote access to education for all. This evolutionary process started with negligence and total lack of service to people with disabilities, followed by a segregation phase and their subsequent integration. In the 90s, new practices, principles and policies emerged and allowed the inclusion of these students in schools. In order to create a school where all students could be included, Decree-Law nr. 3/2008 emerged, which was instantly criticized, because inclusion was not well applied, and special education was a system established parallel to regular education. As a new solution to this situation, Decree-Law nr. 54/2018 took effect, which came to try to remedy the shortcomings found in the previous one, essentially bringing the paradigm shift to the inclusive education. In this way, and being the main objective of the study, to understand the barriers and facilitators that influence the implementation of the norms described in Decree-Law nr. 54/2018, several instruments were applied, not only to parents and / or guardians of 1st cycle children from schools based in Lisboa and participating in the curricular swimming program of the Câmara Municipal de Lisboa, but also to their respective special education teachers who attended the former structured teaching units and who give direct support to students with Autism Spectrum Disorders. The results show that mainly referred barriers to the application of Decree-Law nr. 54/2018 were the fact that the proposed measures are very recent arises, the excess of nomenclature it rquires, the lack of resources, the functionality of some students, the relationship between teachers and the subjectivity of the measures. On the other hand, as facilitators, was referred the experience of teachers and the relationship between students.
Descrição
Palavras-chave
Decreto-lei n.º 54/2018 Perturbações do Espetro do Autismo Educação Inclusiva Barreiras Facilitadores Unidades de Ensino Estruturado Decree-Law 54/2018 Autism Spectrum Disorders Inclusive Education Barriers Facilitators Structured Teaching Units