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Abstract(s)
O presente estudo teve como objectivo, comparar Unidades de Multideficiência em relação à Inclusão/Interacção das mesmas no Ensino regular. Participaram deste estudo, três escolas do Ensino regular com unidades de Multideficiência, dos Concelhos de Belmonte; Covilhã e Fundão, assim como inúmeras famílias das crianças Multideficientes inseridas nestas unidades.
Utilizaram-se inquéritos semi-estruturados com os Pais e Professores e observações no
ambiente escolar.
Neste sentido resolvemos optar como objectivo primordial, o compreender quais são
as motivações que levam a estabelecer e a manter uma relação entre os pais das crianças
com multideficiência e os professores de educação especial.
Os resultados indicaram as semelhanças e as diferenças entre a família e a escola e as
forças geradoras de conflitos. Apela à compreensão mútua de pais e professores no processo educativo da criança com multideficiência, para que a relação entre as mesmas se torne eficiente e positiva.
Em conclusão, podemos afirmar que a problemática, entre a escola e a família de crianças com multideficiência, necessita de formação/educação de encarregados de educação
e dos professores, de forma a conseguirem, uma mudança de atitudes e práticas, para que
as mesmas se tornem uma relação habitual e desenvolvida a vários níveis.
Em relação ao estudo das unidades de multideficiência observadas, no geral contribuem para o desenvolvimento global do indivíduo multideficiente embora se denote
muitas fragilidades ao nível das barreiras arquitectónicas e de Recursos Humanos e algumas necessidades residuais.
The present study aimed to compare Units of Multiple Disability in relation to their inclusion/ interaction on regular education. In this study three mainstream schools, are incluided with units of Multiple Disability in the municipalities of Belmonte; Covilhã and Fundão, as well as many families of Multi disabled children inserted in these units. In our research we used semi-structured surveys with parents and teachers as well as local observations into the school environment. In this sense we decide to choose as primary goal to understand which are the motivations that lead to establish and maintain a relation ship between the parents of the childrens with multiple disabilities and special education teachers. The results indicated similarities and differences between families school and the forces that create conflicts. We appealed for understanding between parents and teachers in the educational process of children with multiple disabilities, so that the relationship between them become efficient and positive. In conclusion, we can say that the problems between schools and families with multiple disabilities children appear because there is a lack and a need of training/ education of both: parents and teachers. In order to achieve a change in attitudes and particles, it is necessary that the relationship between school and family, because usual and developed at various levels in space and time. Regarding the study of the units of Multiple Disability themselves, we observed that in general they contribute to the overall development of the individual disabled children, though they denote most of the cases many weaknesses in terms of architectural barriers and human resources and other small problems.
The present study aimed to compare Units of Multiple Disability in relation to their inclusion/ interaction on regular education. In this study three mainstream schools, are incluided with units of Multiple Disability in the municipalities of Belmonte; Covilhã and Fundão, as well as many families of Multi disabled children inserted in these units. In our research we used semi-structured surveys with parents and teachers as well as local observations into the school environment. In this sense we decide to choose as primary goal to understand which are the motivations that lead to establish and maintain a relation ship between the parents of the childrens with multiple disabilities and special education teachers. The results indicated similarities and differences between families school and the forces that create conflicts. We appealed for understanding between parents and teachers in the educational process of children with multiple disabilities, so that the relationship between them become efficient and positive. In conclusion, we can say that the problems between schools and families with multiple disabilities children appear because there is a lack and a need of training/ education of both: parents and teachers. In order to achieve a change in attitudes and particles, it is necessary that the relationship between school and family, because usual and developed at various levels in space and time. Regarding the study of the units of Multiple Disability themselves, we observed that in general they contribute to the overall development of the individual disabled children, though they denote most of the cases many weaknesses in terms of architectural barriers and human resources and other small problems.
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Keywords
Necessidades educativas especiais Inclusão escolar