O nível de ensino e as atitudes dos alunos nos ensinos básico e secundário face à inclusão dos seus pares com deficiência nas aulas de Educação Física
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2014
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A presente investigação intitula-se O nível de ensino e as atitudes dos alunos dos ensinos básico e secundário face à inclusão dos seus pares com deficiência nas aulas de Educação Física, e tem como objetivo analisar a comparação das atitudes dos alunos face a diferentes tipos de crenças, entre os vários níveis de ensino. Estas crenças advêm da Teoria do Comportamento Planeado (TCP) de Ajzen (1991), e estão divididas em três tipos: crenças comportamentais (favoráveis ou desfavoráveis), crenças normativas e crenças de controlo (interno e externo).
A amostra é constituída por 2094 participantes, alunos do 1º, 2º e 3º ciclo do ensino básico e do Ensino Secundário de 12 escolas do concelho de Lisboa. 1074 alunos eram do género masculino e a idade dos inquiridos variou entre os 9 e os 21 anos. Para a recolha dos dados foi utilizado um questionário, “A atitude dos alunos sobre a inclusão dos seus pares com deficiência”, que utiliza uma escala de Likert de seis parâmetros de “1” a “6”.Para o tratamento estatístico quantitativo foi utilizado o programa SPSS.
Os resultados obtidos mostram que as crenças comportamentais (favoráveis e desfavoráveis), crenças normativas e crenças de controlo (internas e externas) variam nos ciclos de escolaridade.
No geral, estes resultados demonstram que os alunos sem NEE estão recetivos à cooperação com os alunos com deficiência, visto que os mesmos não são obstáculo às suas aprendizagens, sendo uma forma de ganharem e desenvolverem competências, tais como, compreensão das diferentes características de cada indivíduo, tolerância e ajuda mútua.
The following research is entitled “The perception of inclusion in various levels of education - the education level and attitudes of students from primary to high school education, given the inclusion of peers of students with disabilities in regular physical education classes”, and aims to analyze the comparison of the attitudes of students to different types of beliefs among the various levels of education. These beliefs come from the Theory of Planned Behavior (TCP) of Ajzen (1991), and are divided into three types: behavioral beliefs (favorable or unfavorable), normative beliefs and controlo beliefs (internal and external). The sample is composed by 2094 participants, students of 1st, 2nd and 3rd cycle of basic education and high school in twelve schools in Lisbon. 1074 students were male and the age of the students ranged between 9 and 21 years old. To collect data was used the questionnaire, "The attitude of the students on the inclusion of peers with disabilities," using a Likert scale of six parameters to "1" to "6". For the quantitative statistical analysis SPSS Program was used also. The results show that behavioral beliefs (favorable and unfavorable), normative beliefs and controlo beliefs (internal and external) vary from cycle to cycle. Overall, these results show that pupils without SEN show openness to cooperation with students with disabilities, since they are no obstacle to their learning, but rather a way to gain and develop skills such as understanding the different characteristics of each individual, tolerance, and mutual aid, being open to curricular changes that will help the participation of all students.
The following research is entitled “The perception of inclusion in various levels of education - the education level and attitudes of students from primary to high school education, given the inclusion of peers of students with disabilities in regular physical education classes”, and aims to analyze the comparison of the attitudes of students to different types of beliefs among the various levels of education. These beliefs come from the Theory of Planned Behavior (TCP) of Ajzen (1991), and are divided into three types: behavioral beliefs (favorable or unfavorable), normative beliefs and controlo beliefs (internal and external). The sample is composed by 2094 participants, students of 1st, 2nd and 3rd cycle of basic education and high school in twelve schools in Lisbon. 1074 students were male and the age of the students ranged between 9 and 21 years old. To collect data was used the questionnaire, "The attitude of the students on the inclusion of peers with disabilities," using a Likert scale of six parameters to "1" to "6". For the quantitative statistical analysis SPSS Program was used also. The results show that behavioral beliefs (favorable and unfavorable), normative beliefs and controlo beliefs (internal and external) vary from cycle to cycle. Overall, these results show that pupils without SEN show openness to cooperation with students with disabilities, since they are no obstacle to their learning, but rather a way to gain and develop skills such as understanding the different characteristics of each individual, tolerance, and mutual aid, being open to curricular changes that will help the participation of all students.
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Orientação: Francisco Ramos Leitão
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EDUCAÇÃO FÍSICA, EDUCAÇÃO INCLUSIVA, EDUCAÇÃO, NECESSIDADES EDUCATIVAS ESPECIAIS, JOVENS DEFICIENTES, COOPERAÇÃO, RELAÇÕES SOCIAIS, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, PHYSICAL EDUCATION, INCLUSIVE EDUCATION, EDUCATION, SPECIAL EDUCATIONAL NEEDS, YOUNG PEOPLE WITH DISABILITIES, COOPERATION, SOCIAL RELATIONS, DESPORTO, SPORT