Factores contributivos para o sucesso escolar de alunos com necessidades educativas

 

José Morgado (*)

José Silva (*)

 

RESUMO

O presente estudo teve por objectivo estudar os factores que os professores que desempenham funções nos apoios educativos (n=76) consideram determinantes para o sucesso educativo de alunos com necessidades educativas especiais. Afim de estudar as crenças dos professores, solicitou-se para responderem a um conjunto de itens que visavam analisar as suas atitudes face às variáveis ‘Desenho Curricular’, ‘Estilos de Ensino’, ‘Implementação do Programa’ e ‘Interacções Professor-Aluno’.

O tratamento estatístico dos dados quantitativos do questionário utilizado evidencia algumas diferenças ao nível das variáveis demográficas. Relativamente à «Idade», verificou-se que os professores com idades compreendidas entre os 40 e os 50 anos centram-se em variáveis explicativas do sucesso escolar que remetem para o ‘Desenho Curricular’.

Esta análise veio pôr ainda em evidência que os professores que possuem «Tempo de Serviço Docente» entre os 15 e os 25 anos atribuem uma maior importância à variável identificada atrás. Constatou-se, igualmente, que os professores que possuem menos Tempo de Serviço Docente valorizam mais as variáveis ligadas à cooperação entre os vários técnicos envolvidos no processo de ensino.

Os resultados da prova de Kruskall-Wallis mostraram que os professores que têm tempo de experiência docente na área da educação especial entre os 10 e os 20 anos atribuem uma maior relevância à categoria identificada por ‘Implementação do Programa Educativo’. O estudo de diferenças entre os grupos constituídos para a variável «Habilitações Profissionais» revelou que os professores com formação específica no ensino especial valorizam mais os aspectos ligados ao ‘Desenho Curricular’, contrariamente aos professores que não têm formação que dão maior importância à ‘Implementação do Programa Educativo’ e à qualidade das ‘Interacções entre Professor e Aluno’.

Palavras-chave: Sucesso educativo, aprendizagem escolar, papel dos docentes dos apoios educativos.

 

ABSTRACT

To investigate the nature of beliefs about educational outcomes of children with special needs we asked 76 special educational teachers (71 women and 5 men) to complete a questionnaire concerning their attitudes toward the following variables – ‘Curriculum Development’, ‘Teaching Practices’, ‘Program Implementation’ and ‘Teacher-Student Interactions’.

Also investigated were teacher background variables associated with beliefs concerning schooling outcomes. Statistically significant variations in teacher responses were found for the variables of age, teaching experience and experience with special needs students.

ANOVA’s comparing teachers’ beliefs indicated that subjects aged between 40-50 differ significantly from others. Comparison of means showed that those teachers had higher scores on the variable ‘Curriculum Development’.

The overall F-test on the variable Teaching Experience revealed that teachers in the group aged 15-25 had higher scores than teachers who had few or many years of experience on the variable identified above.

Kruskal-Wallis test highlighted differences between groups. The post hoc analysis showed that teachers who received Training in Special Education focused on the variable ‘Curriculum Design’, while teachers with no training emphasized the variables ‘Program Implementation’ and ‘Teacher-Student Interactions’.

Key words: Educational achievement, school learning variables, special educator’s role.

 

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

 

REFERÊNCIAS BIBLIOGRÁFICAS

Ainscow, M. (1990). Responding to individual needs. British Journal of Special Education, 17 (2), 74-77.         [ Links ]

Ainscow, M. (1997a). Towards inclusive schooling. British Journal of Special Education, 24 (1), 3-6.

Ainscow, M. (1997b). Educação para todos: Torná-la uma realidade. In M. Ainscow, G. Porter, & M. C. Wang (Eds.), Caminhos para as escolas inclusivas (pp. 13-31). Lisboa: I. I. E.. (Tradução do original em inglês Education for All: Making it happen. Comunicação apresentada no «Congresso Internacional de Educação Especial», Birmingham, Inglaterra, Abril de 1995).

Bender, W. N., Vail, C. O., & Scott, K. (1995). Teachers’ attitudes toward increased mainstreaming: Implementing effective instruction for students with learning disabilities. Journal of Learning Disabilities, 28 (2), 87-94.

Berryman, J. D. (1989). Atittudes of the public toward educational mainstreaming. Remedial and Special Education, 10, 44-49.

Booth, T. (1995). Mapping inclusion and exclusion: Concepts for all?. In C. Clark, A. Dyson, & A. Millward (Eds.), Towards inclusive schools? (pp. 96-108). London: Fulton.

Booth, T., & Ainscow, M. (1998). From them to us – An international study of inclusion in education. London: Routledge.

Clark, M. D. (1997). Teacher response to learning disability: A test of attributional principles. Journal of Learning Disabilities, 30 (1), 69-79.

Eichinger, J., Rizzo, T., & Sirotnik, B. (1991). Changing atittudes toward people with disabilities. Teacher Education and Special Education, 14, 121-126.

Frieze, I. H., & Snyder, H. N. (1980). Childrens’ beliefs about the causes of success and failure in school settings. Journal of Educational Psychology, 72, 186-196.

Giangreco, M. F., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). «I’ve Counted Jon»: Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59 (4), 359-372.

Graham, S. (1991). A review of attribution theory in educational contexts. Educational Psychology Review, 3, 5-39.

Hannah, M. E., & Pliner, S. (1983). Teacher atittudes toward handicapped children: A review of synthesis. The School Psychology Review, 12, 12-25.

Jamieson, J. D. (1984). Attitudes of educators toward handicapped. In R. L. Jones (Ed.), Attitudes and attitude change in special education: Theory and practice (pp. 206-222). Reston, VA: The Council for Exceptional Children.

Larrivee, B., & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The Journal of Special Education, 13, 315-324.

Leyser, Y., Kapperman, G., & Keller, R. (1994). Teacher attitudes toward mainstreaming: a cross-cultu-ral study in six nations. European Journal of Special Needs Education, 9 (1), 1-15.

McKenzie, R. G. (1991). Content area instruction delivered by secondary learning disabilities teachers: A national survey. Learning Disability Quarterly, 14, 115-122.

Palmer, D. S., Borthwick-Duffy, S., & Widaman, K. (1998). Parent perceptions of inclusive practices for their children with significant cognitive disabilities. Exceptional Children, 64 (2), 271-282.

Reynolds, B. L., Martin-Reynolds, J., & Mark, F. D. (1982). Elementary teachers attitudes toward mainstreaming educable mentally retarded students. Education and Training of the Mentally Retarded, 17, 171-176.

Sands, D. S., Adams, L., & Stout, D. (1995). A statewide exploration of the nature and use of curriculum in special education. Exceptional Children, 62 (1), 68-83.

Sebba, J., & Ainscow, M. (1996). International developments in inclusive schooling: mapping the issues. Cambridge Journal of Education, 26 (1), 5-18.

Semmel, M. I., Abernathy, T. V., Butera, G., & Lesar, S. (1991). Teacher perceptions of the regular education initiative. Exceptional Children, 58 (1), 9-24.

Skrtic, T. M. (1991). The special education paradox: Equity as the way to execellence. Harvard Educational Review, 6 (12), 203-272.

Thomas, D. (1985). The determinants of teacher’s attitudes to integrating the intellectualy handicapped. British Journal of Educational Psychology, 55, 251-263.

Udvari-Solner, A., & Thousand, J. S. (1995). Effective organizational, instructional and curricular practices in inclusive schools and classrooms. In C. Clark, A. Dyson, & A. Millward (Eds.), Towards Inclusive Schools? (pp. 147-163). London: Fulton.

Villa, R. A., & Thousand, J. S. (1993). Redefining de role of the special educator and the other support personnel. In J. W. Putnam (Ed.), Cooperative learning and strategies for inclusion – Celebrating diversity in the classroom (pp. 57-91). Baltimore, MD: Paul H. Brookes Publishing Co.

Vitello, S. (1991). Integration of handicapped students in the United States and Italy: A comparison. International Journal of Special Education, 6, 213--222.

Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30 (4), 395-407.

Wang, M. C. (1990). Adaptive instruction: An alternative approach to providing for student diversity. In M. Ainscow (Ed.), Effective schools for all (pp. 134-160). London: David Fulton Publishers, Ltd.

Wang, M. C., Haertl, G. D., & Walberg, H. J. (1990). What infuences learning? A content analysis of review literature. Journal of Educational Research, 84 (1), 30-43.

Wang, M. C., Haertl, G. D., & Walberg, H. J. (1993a). Toward a knowledge base for school learning. Review of Educational Research, 63 (3), 249-294.

Wang, M. C., Haertl, G. D., & Walberg, H. J. (1993b). Synthesis of research: what helps students learn?. Educational Leadership, 51 (4), 74-79.

Ward, J., & Center, Y. (1987). Attitudes to the integration of disabled children into regular classes: A factor analysis of functional characteristics. British Journal of Educational Psychology, 57, 221-224.

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.

Whinnery, K. W., Fuchs, L. S., & Fuchs, D. (1991). General, special, and remedial teachers’ acceptance of behavioral and instructional strategies for mainstreaming students with mild handicaps. Remedial and Special Education, 12 (4), 6-17.

 

(*) Instituto Superior de Psicologia Aplicada. Membro da Unidade de Investigação em Psicologia Cognitiva, do Desenvolvimento e da Educação.