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O presente estudo, pretende desenvolver um instrumento que permita medir as expectativas dos professores de educação especial faca à inclusão.
Dado que a filosofia da inclusão transporta com ela novas discussões e pressupostos diferenciados no que concerne à educação especial. Propusemo-nos medir as expectativas dos docentes de educação especial, através da aplicação de um questionário.
A construção e validação da Escala tipo Likert, foi efectuada junto de uma amostra (N=42) professores em funções educativas em educação especial na área educativa do distrito de Castelo Branco, pertencentes ao grupo de recrutamento 910 (domínio cognitivo e motor).
A partir da primeira versão da escala, composta por 88 itens, construímos uma escala um pouco mais pequena (59 itens), cujo estudo de fidelidade ou consistência interna aqui apresentamos.
O estudo das características relacionais dos itens com a escala total indicam uma correlação substancial dos mesmos entre si e um índice de fidelidade (alpha de Cronbach) excelente. Os resultados para os 59 itens apontam para um índice de consistência interna de α = .95 considerado um excelente indicador de consistência.
This study aims to develop an instrument to measure the expectations of special education teachers at the incorporation. Since the inclusion philosophy carries with it new discussions and different assumptions regarding the special education, we decided to measure the expectations of special education teachers through the application of a questionnaire. The construction and validation of the Likert Scale, was conducted among a sample (N = 42) teachers in educational functions in special education in the educational district of Castelo Branco, belonging to the recruitment group 910 (motor and cognitive domain). From the first version of the scale, comprising 88 items, we built a little one smaller (59 items), whose study of internal consistency or loyalty we present. The study of relational features of the items with the total scale indicate a substantial correlation between them and the same index of fidelity (Cronbach's alpha) excellent.. The results for the 59 items indicate an internal consistency index of α = 95, considered an excellent indicator of consistency.
This study aims to develop an instrument to measure the expectations of special education teachers at the incorporation. Since the inclusion philosophy carries with it new discussions and different assumptions regarding the special education, we decided to measure the expectations of special education teachers through the application of a questionnaire. The construction and validation of the Likert Scale, was conducted among a sample (N = 42) teachers in educational functions in special education in the educational district of Castelo Branco, belonging to the recruitment group 910 (motor and cognitive domain). From the first version of the scale, comprising 88 items, we built a little one smaller (59 items), whose study of internal consistency or loyalty we present. The study of relational features of the items with the total scale indicate a substantial correlation between them and the same index of fidelity (Cronbach's alpha) excellent.. The results for the 59 items indicate an internal consistency index of α = 95, considered an excellent indicator of consistency.
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Educação especial Diferenciação pedagógica