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Atitudes e intenções de inclusão : um estudo com professores
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Numa preocupação de escola inclusiva, esta investigação analisa atitudes e intenções de inclusão, numa amostra de professores (N=116) que lecionam diferentes anos de escolaridade em escolas públicas e privadas, distribuídas por diferentes zonas geográficas. Os participantes responderam à Escala de Atitudes de Inclusão (EAI), à Escala de Intenções de Inclusão (EII) e a um questionário de dados pessoais e profissionais, relacionados com o tema da inclusão. Nos resultados, verificou-se que os professores apresentaram atitudes e intenções moderadamente favoráveis à inclusão. Salientam-se também os dados sobre as diferenças de médias, em função das variáveis de formação e experiência. Os professores de ensino especial apresentaram atitudes e intenções mais positivas do que os professores da sala de aula regular. A mesma tendência é observada para as variáveis ‘formação em inclusão’ e ‘experiência com alunos com necessidades educativas especiais’. O conjunto dos resultados tem implicações na intervenção em educação, tanto ao nível da consultoria com os decisores políticos e locais, como com os educadores, designadamente os professores, e mesmo com os próprios alunos.
In a concern for inclusive schools, this study examines attitudes and intentions towards inclusion, in a sample of teachers (N=116), teaching in different levels of academic grades, in public and private schools, spread across different geographical areas. The participants answered the Attitudes to Inclusion Scale (AIS), the Intention to Teach in Inclusive Classroom Scale (ITICS), and a questionnaire of personal and professional data, related to the theme of inclusion. The results indicated that the teachers presented attitudes and intentions moderately favorable to inclusion. The data on the mean differences were also highlighted on the variables of formation and experience. The teachers involved in special education showed more positive attitudes and intentions than regular classroom teachers. The same predisposition is observed for the variables 'formation in inclusion' and 'experience with students with special educational needs'. Subsequently, the results have implications for intervention in education, both at the level of consultation with policy makers and local authorities as well as with educators, namely with teachers, and even with the learners themselves.
In a concern for inclusive schools, this study examines attitudes and intentions towards inclusion, in a sample of teachers (N=116), teaching in different levels of academic grades, in public and private schools, spread across different geographical areas. The participants answered the Attitudes to Inclusion Scale (AIS), the Intention to Teach in Inclusive Classroom Scale (ITICS), and a questionnaire of personal and professional data, related to the theme of inclusion. The results indicated that the teachers presented attitudes and intentions moderately favorable to inclusion. The data on the mean differences were also highlighted on the variables of formation and experience. The teachers involved in special education showed more positive attitudes and intentions than regular classroom teachers. The same predisposition is observed for the variables 'formation in inclusion' and 'experience with students with special educational needs'. Subsequently, the results have implications for intervention in education, both at the level of consultation with policy makers and local authorities as well as with educators, namely with teachers, and even with the learners themselves.
Descrição
Dissertação de mestrado, Psicologia da Educação e Aconselhamento, 2022, Universidade de Lisboa, Faculdade de Psicologia
Palavras-chave
Inclusão Escola inclusiva Necessidades educativas especiais Escala de atitudes Dissertações de mestrado - 2022