As atitudes dos alunos do 2.º ciclo em relação à inclusão nas aulas de educação física : o contacto com os alunos com necessidades educativas especiais
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2016
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O presente estudo intitula-se de “As atitudes dos alunos do 2º Ciclo em relação à inclusão nas aulas de Educação Física – O contacto com alunos com necessidades educativas especiais” e tem como principal objetivo a comparação entre a existência de crenças comportamentais favoráveis e desfavoráveis, crenças normativas e as crenças de controlo interno e externo entre turmas com presença de NEE e com contacto anterior e turmas sem presença de NEE e sem contacto anterior.
A amostra é constituída por 604 alunos (270 do género masculino e 334 do género feminino) pertencentes ao 2º ciclo do ensino básico e a escolas do distrito de Lisboa com idades compreendidas entre os 10 e 15 anos (11,29±0,9). Os dados foram recolhidos através da aplicação de um questionário - AID-EF – Atitude dos alunos sobre a inclusão dos seus pares com deficiência (Leitão, 2014) – preenchido de acordo com a escala de Likert composta pelos seis parâmetros de “1” a “6”.
Relativamente aos procedimentos estatísticos, procedeu-se à análise descritiva e posteriormente inferencial, utilizando o Teste-T através do programa estatístico SPSS.
Os resultados obtidos confirmam a hipótese um, quatro e cinco, existindo diferenças significativas, e negam as hipóteses dois e três, não existindo diferenças significativas. Os resultados permitem concluir que, apesar do grupo com NEE na turma e com contacto anterior apresentar as atitudes mais favoráveis, ambos os grupos têm uma boa perceção sobre o processo inclusivo, sobre a importância das suas atitudes favoráveis perante a inclusão dos seus pares com NEE nas aulas de Educação Física, ajustando comportamentos e percebendo os efeitos benéficos da presença de alunos com NEE nas turmas. Conclui-se ainda que a presença de alunos com NEE nas turmas e o contacto anterior influencia as atitudes dos alunos no seio das turmas. Para ambos os grupos a inclusão dos alunos com NEE é um fator benéfico para todos, que não prejudica as aulas dos alunos ditos normais e que desenvolve nos alunos sentimentos de pertença, compreensão e tolerância.
This study is entitled "Attitudes of students of the 2nd Cycle towards inclusion in the Physical Education’s Classes - Contact with students with special educational needs" and wishes to compare the existence of behavioral beliefs, normative beliefs and control beliefs between groups with students with special education needs and with previous contact and classes without the presence of those students and with no previous contact. The sample consisted of 604 students (270 males and 334 females) aged 10 to 15 years (11.29 ± 0.9) belonging to the 2nd Cycle of elementary education and to schools in the district of Lisbon. The data were collected with a questionnaire - AID-EF - Attitude of students on the inclusion of their peers with disabilities (Leitão, 2014) - filled according to the Likert scale composed of the six parameters from "1" to " 6 ". Regarding the statistical procedures, the descriptive and later inferential analysis was performed using the T-Test through the SPSS statistical program. The results confirm the first, fourth and fifth hypotheses of study, and there were significant differences, and reject the second and third hypotheses, with no significant differences. These results allow us to conclude that, although the group with students with special needs present the most favorable attitudes, both groups have a good perception about the inclusive process and the importance of their favorable attitudes towards the inclusion of their peers. They both adjusted behaviors and know the benefic effects of the presence of students with this needs in the classes. It was also concluded that the presence of students with special needs influence the attitudes of the students in the classes. For both groups, the inclusion of students with special needs is benefic for all and does not detract the lessons of the so called normal students. On the contrary, this presence creates the feeling of belonging, understanding and tolerance.
This study is entitled "Attitudes of students of the 2nd Cycle towards inclusion in the Physical Education’s Classes - Contact with students with special educational needs" and wishes to compare the existence of behavioral beliefs, normative beliefs and control beliefs between groups with students with special education needs and with previous contact and classes without the presence of those students and with no previous contact. The sample consisted of 604 students (270 males and 334 females) aged 10 to 15 years (11.29 ± 0.9) belonging to the 2nd Cycle of elementary education and to schools in the district of Lisbon. The data were collected with a questionnaire - AID-EF - Attitude of students on the inclusion of their peers with disabilities (Leitão, 2014) - filled according to the Likert scale composed of the six parameters from "1" to " 6 ". Regarding the statistical procedures, the descriptive and later inferential analysis was performed using the T-Test through the SPSS statistical program. The results confirm the first, fourth and fifth hypotheses of study, and there were significant differences, and reject the second and third hypotheses, with no significant differences. These results allow us to conclude that, although the group with students with special needs present the most favorable attitudes, both groups have a good perception about the inclusive process and the importance of their favorable attitudes towards the inclusion of their peers. They both adjusted behaviors and know the benefic effects of the presence of students with this needs in the classes. It was also concluded that the presence of students with special needs influence the attitudes of the students in the classes. For both groups, the inclusion of students with special needs is benefic for all and does not detract the lessons of the so called normal students. On the contrary, this presence creates the feeling of belonging, understanding and tolerance.
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Orientação: Francisco Alberto Ramos Leitão
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MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, INCLUSÃO ESCOLAR, NECESSIDADES EDUCATIVAS ESPECIAIS, ATITUDES, CRENÇAS, ESTUDOS DE CASO, PHYSICAL EDUCATION, SCHOOL INCLUSION, SPECIAL EDUCATIONAL NEEDS, ATITUDES, BELIEFS, CASE STUDIES, DESPORTO, SPORT