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Abstract(s)
A sociedade está em constante mudança, sendo por isso que se torna tão interessante o estudo desta. Nesse sentido, o estudo da aplicação da CIF à educação torna-se interessante por ser recente e pouco estudado na Sociologia. Para além disso, esta é uma temática que cruza em si vários temas sociologicamente pertinentes. Poderá verificar-se, ao longo do presente trabalho, uma discussão no que se refere à formação das Políticas Sociais e das Políticas de Educação, de forma a conseguir explicar a evolução da Educação Especial; uma discussão concetual entre os conceitos de exclusão social e inclusão social, para se poder chegar à explicação da escola inclusiva e das Necessidades Educativas Especiais como forma de inclusão de alunos com NEE; sendo que se finaliza com uma reflexão teórica em redor dos modelos e perspetivas da deficiência, discutindo, ao mesmo tempo, a evolução da ICIDH para a CIF, para que no final seja possível fazer-se uma caracterização da CIF.
Tudo isto com o propósito de responder à pergunta de partida: “Em que medida a CIF contribui para uma escola inclusiva?”, e, ao objetivo geral desta investigação: analisar os contributos da CIF para a inclusão de crianças com Necessidades Educativas Especiais. Assim, será utilizada uma metodologia qualitativa e serão aplicadas entrevistas semidiretivas a 5 professoras de crianças e jovens com Necessidades Educativas Especiais, 2 assistentes de crianças e jovens com Necessidades Educativas Especiais, 3 Encarregadas de Educação de crianças e jovens com Necessidades Educativas Especiais. As conclusões a que chegámos foram extraídas da análise de 5 problemáticas: Formação em Educação Especial, Conhecimento da CIF, Envolvimento com a CIF, CIF e Inclusão Escolar e Inclusão.
Society is constantly changing, and so it becomes so interesting its study. In this sense, the study of the application of the ICF to education becomes stimulating for being so recent and little studied in Sociology. In addition, this is a subject that crosses itself several sociologically pertinent themes. There is a possibility along the present work, to discuss the formation of Social and Education policies, in order to explain the evolution of the Special Education; a conceptual discussion between the concepts of social exclusion and social inclusion, as an explanation to the inclusive school and special educational needs as a form of inclusion for students with SEN; finally it ends with a theoretical reflection around the models and perspectives of disabilities, discussing at the same time, the evolution of the ICIDH to the CIF, so that in the end it is possible to make a representative characterization of the CIF. All of this with the purpose of answering the question: "To what extent the CIF contributes to an inclusive school?", and also fulfilling the general objective of this research: which is to analyze the contributions of CIF for the inclusion of children with special educational needs. Therefore for this purpose, a qualitative methodology will be used and semi-directive interviews will be conducted to: 5 teachers of children and young people with special educational needs, 2 assistants of children and young people with special educational needs, 3 guardians of children and young people with special educational needs. The conclusions we have reached were extracted from the 5 different problematics analyzed: training in special education, knowledge of the CIF, CIF involvement, CIF and school inclusion and Inclusion.
Society is constantly changing, and so it becomes so interesting its study. In this sense, the study of the application of the ICF to education becomes stimulating for being so recent and little studied in Sociology. In addition, this is a subject that crosses itself several sociologically pertinent themes. There is a possibility along the present work, to discuss the formation of Social and Education policies, in order to explain the evolution of the Special Education; a conceptual discussion between the concepts of social exclusion and social inclusion, as an explanation to the inclusive school and special educational needs as a form of inclusion for students with SEN; finally it ends with a theoretical reflection around the models and perspectives of disabilities, discussing at the same time, the evolution of the ICIDH to the CIF, so that in the end it is possible to make a representative characterization of the CIF. All of this with the purpose of answering the question: "To what extent the CIF contributes to an inclusive school?", and also fulfilling the general objective of this research: which is to analyze the contributions of CIF for the inclusion of children with special educational needs. Therefore for this purpose, a qualitative methodology will be used and semi-directive interviews will be conducted to: 5 teachers of children and young people with special educational needs, 2 assistants of children and young people with special educational needs, 3 guardians of children and young people with special educational needs. The conclusions we have reached were extracted from the 5 different problematics analyzed: training in special education, knowledge of the CIF, CIF involvement, CIF and school inclusion and Inclusion.
Description
Keywords
Classificação Internacional de Funcionalidade Educação Especial Escola Inclusiva Incapacidade e Saúde (Cif) Necessidades Educativas Especiais