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A inclusão de alunos com necessidades educativas especiais: recorte panorâmico no ensino superior português
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| 1.71 MB | Adobe PDF |
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Abstract(s)
Em Portugal tem-se registado uma maior procura do Ensino Superior de estudantes com
Necessidades Educativas Especiais, aumentando também a atenção às suas
necessidades. A literatura demonstra a necessidade de um debate para além da educação
pré-universitária, para que as práticas adotadas sejam efetivamente inclusivas. A
presente investigação pretende contribuir para o aprofundamento do conhecimento na
temática, através da análise do enquadramento legal de apoio a alunos/as com
Necessidades Educativas Especiais no Ensino Superior Privado; da análise das
perceções que a comunidade académica possui acerca da inclusão de estudantes com
Necessidades Educativas Especiais no Ensino Superior; e da realização de ações
formativas para desmistificação de algumas crenças face ao indivíduo com
Necessidades Educativas Especiais. O estudo decorreu em três etapas, sendo que na
primeira analisaram-se 25 documentos, na segunda participaram 160 alunos/as, 20
docentes e 17 não docentes, e na terceira participaram 48 alunos/as, seis docentes e
quatro não docentes. Os respetivos instrumentos de avaliação utilizados foram a Grelha
de análise documental, para os regulamentos das Instituições de Ensino Superior
privado, o Questionário sobre a perceção que os membros da academia possuem face à
inclusão de estudantes com Necessidades Educativas Especiais e o Questionário de
avaliação do Workshop. Os resultados sugerem que algumas Instituições de Ensino
Superior Privado têm elaborado regulamentação específica de apoio aos estudantes em
questão; que os membros da academia encontram-se sensibilizados para a inclusão; e
que a ação formativa sobre a temática teve um impacto positivo nos participantes,
contribuindo para a desmistificação de crenças e aprofundamento do seu conhecimento.
In Portugal there has been a greater demand for Higher Education for students with Special Educational Needs, also increasing attention to their needs. The literature demonstrates the need for a debate beyond pre-university education, so that the practices adopted are effectively inclusive. The present investigation intends to contribute to the deepening of knowledge on the subject, through the analysis of the legal framework of support to students with Special Educational Needs in Private Higher Education; the analysis of the perceptions that the academic community has about the inclusion of students with Special Educational Needs in Higher Education; and carrying out training actions to demystify some beliefs towards the individual with Special Educational Needs. The study took place in three stages, with 25 documents analyzed in the first, 160 students, 20 teachers and 17 non-teachers participated in the second, and 48 students, six teachers and four non-teachers participated in the third. The respective assessment instruments used were the Document Analysis Grid, for the regulations of private Higher Education institutions, the Questionnaire on the perception that members of the academy have face the inclusion of students with Special Educational Needs and the Assessment Questionnaire of the workshop. The results suggest that some Private Higher Education Institutions have developed specific regulations to support the students in question; that members of the academy are sensitized to inclusion; and that the training action on the theme had a positive impact on the participants, contributing to demystifying beliefs and deepening their knowledge.
In Portugal there has been a greater demand for Higher Education for students with Special Educational Needs, also increasing attention to their needs. The literature demonstrates the need for a debate beyond pre-university education, so that the practices adopted are effectively inclusive. The present investigation intends to contribute to the deepening of knowledge on the subject, through the analysis of the legal framework of support to students with Special Educational Needs in Private Higher Education; the analysis of the perceptions that the academic community has about the inclusion of students with Special Educational Needs in Higher Education; and carrying out training actions to demystify some beliefs towards the individual with Special Educational Needs. The study took place in three stages, with 25 documents analyzed in the first, 160 students, 20 teachers and 17 non-teachers participated in the second, and 48 students, six teachers and four non-teachers participated in the third. The respective assessment instruments used were the Document Analysis Grid, for the regulations of private Higher Education institutions, the Questionnaire on the perception that members of the academy have face the inclusion of students with Special Educational Needs and the Assessment Questionnaire of the workshop. The results suggest that some Private Higher Education Institutions have developed specific regulations to support the students in question; that members of the academy are sensitized to inclusion; and that the training action on the theme had a positive impact on the participants, contributing to demystifying beliefs and deepening their knowledge.
Description
Keywords
Ensino Superior Estudante com Necessidades Educativas Especiais Inclusão Regulamentação Medidas inclusivas Higher Education Student with Special Educational Needs Inclusion Regulation Inclusive measures Psicologia da Educação . Faculdade de Artes e Humanidades