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Publication
As representações das famílias de crianças frequentadoras do 1º ciclo do ensino básico com necessidades educativas especiais
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Authors
Advisor(s)
Abstract(s)
É importante a escola inclusiva e a família no apoio educativo ao desenvolvimento das crianças com necessidades educativas especiais, pois esse desenvolvimento poderá ser condicionado pela relação ‘escola-família’, pela formação dos professores, de modo a melhorarem a comunicação, a participação, a socialização relacional e o envolvimento dessas crianças em contexto de sala regular. O estudo realiza-se numa escola portuguesa do 1.º Ciclo do ensino básico, utilizando a metodologia do paradigma interpretativo, para compreender como se processa a relação educativa escola-família. Aplicaram-se as técnicas de recolha de dados, observação documental, natural e participante e a entrevista semiestruturada a dez famílias de filhos com necessidades educativas especiais. Analisaram-se os dados pela triangulação e análise de conteúdo, estabelecendo 6 categorias de análise interpretativa. Conclui-se que há necessidade de mudança da escola, melhor formação dos professores, melhoria nos apoios e recursos, capacitação dos pais para uma comunicação mais eficiente, um envolvimento e uma participação mais responsável.
Abstract - The inclusive school and family are important for educational support to the development of children with special educational needs, because this develop-ment may be conditioned to the school-family relationship, to the training of teach-ers in order to improve communication, in order to improve communication, partici-pation, relational socialization and involvement of these children with regular learn-ing classes. The study takes place in a Portuguese school in the first Cycle of basic ed-ucation, using the methodology of interpretative paradigm, to understand how the educational relationship school-family occurs. We applied the techniques of data col-lection, documentary, natural and participant observation and the semi-structured interview with ten families of children with special educational needs. We analyzed the data by triangulation and content analysis, establishing 6 categories of interpre-tative analysis. We concluded that a change is necessary in schools, better training of teachers, improvement in resources and support, support and empower the parents to a more effective communication, involvement and a more responsible participa-tion.
Abstract - The inclusive school and family are important for educational support to the development of children with special educational needs, because this develop-ment may be conditioned to the school-family relationship, to the training of teach-ers in order to improve communication, in order to improve communication, partici-pation, relational socialization and involvement of these children with regular learn-ing classes. The study takes place in a Portuguese school in the first Cycle of basic ed-ucation, using the methodology of interpretative paradigm, to understand how the educational relationship school-family occurs. We applied the techniques of data col-lection, documentary, natural and participant observation and the semi-structured interview with ten families of children with special educational needs. We analyzed the data by triangulation and content analysis, establishing 6 categories of interpre-tative analysis. We concluded that a change is necessary in schools, better training of teachers, improvement in resources and support, support and empower the parents to a more effective communication, involvement and a more responsible participa-tion.
Description
Keywords
Escola inclusiva Educação especial Necessidades educativas especiais Escola–família Ensino básico Inclusive school Special education Special educational needs School-family Basic education
Pedagogical Context
Citation
MARTINS, Ernesto (2014) - As representações das famílias de crianças frequentadoras do 1º ciclo do ensino básico com necessidades educativas especiais. Revista Alpha. ISSN 1518-6792. Ano 15, n.º15, p. 154-170.
Publisher
Patos de Minas : UNIPAM