livro de resumos

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livro de resumos

International Conference “Changing Practices in Inclusive Schools”
Conference Book
University of Évora
May, 15th – 16th of 2009
ORGANIZATION
General Inspection Service
Advisory Centre for
Special Education
Inclusive Schools
Inspection
Generalitat de Catalunya
CIEP
Departament d’Educació
Centro de Investigação em
Serveis Territorials a
Educação e Psicologia
Tarragona
CONTACTOS
CIEP – Centro de Investigação em Educação e Psicologia
Universidade de Évora
Apartado 94
Tel.: 266 768 052
Fax.: 266 768 073
e-mail: [email protected]
Website: www.irisconference..uevora.pt
Agrupamento de
Escolas Eugénio de
Andrade-Paranhos
APRESENTAÇÃO E OBJECTIVOS
Catorze anos após a Declaração de Salamanca, a Educação Inclusiva era ainda um conceito muito distante para muitas
escolas e professores. As práticas nas escolas ao longo da Europa variam desde a integração parcial de alunos até à
inclusão total. As crianças oriundas das escolas de ensino especial têm acesso a currículos diferenciados. Algumas
continuam a frequentar escolas de educação especial enquanto outras frequentam as escolas regulares sendo integradas
na vida dessas escolas. Por outro lado, outras estão no ensino regular participando apenas em aulas seleccionadas em
função das suas aptidões. A inclusão efectiva exige que se desvie o foco da atenção da criança para a escola e a sua
comunidade.
As práticas inclusivas requerem que o professor amplie os seus horizontes e perspectivas implicando maior colaboração
e trabalho de equipa na escola. Vivenciar a inclusão representa uma mudança radical no ensino. Modificar o modo de
ensinar é o objectivo do projecto.
O objectivo da Comunidade Europeia será a inclusão completa. Porém, as leis nos vários países europeus variam, o que
faz com que as escolas dos vários países parceiros no projecto estejam em diferentes níveis deste processo. O projecto
IRIS (Improvement through Research in Inclusive Schools) tem o objectivo de melhorar as escolas de forma a que estas
possam progressivamente caminhar em direcção à inclusão. É para ajudá-las a ser mais eficientes e, portanto, mais
efectivas.
Nesta Conferência Internacional apresentaremos o projecto IRIS e os seus produtos. Especificamente, apresentaremos
materiais de avaliação das práticas dos professores - Aide memoir and bookmark - e uma reflexão global acerca dos
planos educativos individuais nas escolas Europeias. Além disso, apresentaremos propostas para a formação de
professores baseadas em práticas inclusivas e uma webpage de suporte à disseminação dos pacotes e materiais
desenvolvidos.
3
COMISSÃO DE HONRA
Jorge Quina Ribeiro de Araújo
Reitor da Universidade de Évora, Universidade de Évora (PT)
José Lopes Cortes Verdasca
Director da Direcção Regional do Alentejo, Direcção Regional de Educação do Alentejo (PT)
Filomena Pereira
Directora de Serviços - Direcção de Serviços da Educação Especial e Apoio Sócio-Educativo, DirecçãoGeral de Inovação e Desenvolvimento Curricular (PT)
Fernanda de Sousa Gonçalves Carvalho Ramos
Governadora Civil de Évora, Governo Civil de Évora (PT)
José Ernesto d'Oliveira
M/I Presidente da Câmara Municipal de Évora, Câmara Municipal de Évora (PT)
Maria Isabel Duarte
Directora da Agência Nacional PROALV, Agência Nacional PROALV (PT)
Márcia Mendes
Coordenadora de Unidade da Educação Escolar e Educação de Adultos, Agência Nacional PROALV (PT)
Joan Badia I Pujol
General Director of Innovation Área, Departament d’Educació, Generalitat de Catalunya (ES)
Vicent Villena Serrano
Director of Territorial Services of Tarragona, Departament d’Educació, Generalitat de Catalunya (ES)
Jesús Viñas Cirera
Coordinator of Educational Services, Departament d’Educació, Generalitat de Catalunya (ES)
4
COMISSÃO CIENTÍFICA
Adelinda Candeias; António Borralho; Clarinda Pomar; Graça Duarte Santos; Heldemerina Pires; Maria Elisa
Chaleta; Maria Luísa Grácio; Maria Nazaret Trindade & Vítor Franco
Centro de Investigação em Educação e Psicologia/Universidade de Évora (PT)
Carme Mnegrillo Falcó
Departament d’Educació, Generalitat de Catalunya (ES)
Cristina Albuquerque
Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra (PT)
David Rodrigues & Vítor Cruz
Faculdade de Motricidade Humana, Universidade Técnica de Lisboa (PT)
Jane Brodin
Department of Child and Youth Studies, University of Stockholm (SE)
José Diego Vargas; M. Nuri Pont & Marius Domingo
Departament d’Educació, Generalitat de Catalunya (ES)
Joseph Lebeer
Universidade de Antuérpia (BE)
Luís Miranda Correia
Universidade do Minho (PT)
Mark Vaughan
Educational Change Consultancy (UK)
Mercè Gisbert Cervera
Vice-rector of the University Rovira i Virgili of Tarragona (ES)
5
COMISSÃO ORGANIZADORA
Jean-Claude De Vreese (Coordenador Geral)
Service Général de l'Inspection/Inspection de l'Enseignement Spécialisé (BE)
Luísa Grácio [Coordenadora local]
Adelinda Candeias; António Borralho; Catarina Dias; Clarinda Pomar; Maria Nazaret Trindade; Elisa Chaleta;
Graça Santos; Heldemerina Pires & Olívia Matos
Anna-Lena Ljusberg & Jane Brodin
Department of Child and Youth Studies, Stockholm University (SE)
Carme Mnegrillo Falcó & Joan-Lluís Valls Calzada
Generalitat de Catalunya. Departament d'Educació. Serveis Territorials a Tarragona (ES)
Eva Bernat
Center for Special Needs Education (AT)
Jenny Evans
Devon County Council (UK)
Júlio Coincas & Mónica Rebocho
Agrupamento de Escolas de Arraiolos (PT)
Maria João Cortes
Agrupamento de Escolas de Estremoz (PT)
Ana Cristina Rosário e Gertrudes Pastor
Agrupamento de Escolas nº 4 de Évora (PT)
Maria José Saragoça
Direcção Regional de Educação do Alentejo (PT)
Maria Natália Cabral
Agrupamento de Escolas Eugénio de Andrade/Paranhos (PT)
6
PROGRAMME
Day 15th (friday)
TIME
PLACE
SPEAKER
OBS.
Reception and documentation delivery
17:00
Auditorium
College of Espírito Santo
(Hall)
Opening Session
Moderator: Maria Luísa Grácio
Heitor Reis – Vice-Rector of Évora University
Jean-Claude De Vreese - General Coordinator of IRIS
Project
Adelinda Araújo Candeias – Local Cordinator of IRIS
Project
Opening session
with a Musical
Moment
18:00
Auditorium
Maria Luísa Grácio – Local Coordinator of International
College of Espírito Santo Conference
Márcia Mendes – National Agency PROALV (to be
confirmed)
José Verdasca – Regional Director of Alentejo
Education
António Borralho – Reserach Center inEducation and
Psychology/University of Evora. Director
IRIS Project Presentation
Moderator: Luís Sebastião
19:00
19:30
Jean-Claude De Vreese (BE) - General Inspection
Service/Special Education Inspection
Auditorium
(General Coordinator of IRIS Project)
Cultural Event – Musical Band “Seistetos”
7
(Piano)
Day 16th (Saturday)
TIME
PLACE
SPEAKER
Conference: Why did we make a new project on inclusion?
Moderators: Adelinda Candeias & Graça santos
09.00
Jean-Claude De Vreese (BE) - General Inspection Service/Special Education
Auditorium
College of Espírito Santo Inspection(General Coordinator of IRIS Project)
Eva Bernat (AT) - Advisory Centre for Inclusive Schools (Co-coordinator of
IRIS Project)
Opening Conference: International Overview Inclusion
09.45
Moderator: Maria Nazaret Trindade
Auditorium
College of Espírito Santo Mark Vaughan (UK) - Educational Change Consultancy
Coffee Break
10.45
Symposium: IRIS contributions to inclusive practices in Europe
Moderator: António Neto
1. Inclusive Schools: Barriers and Benefits in some European
Countries Luísa Grácio (PT) - Research Center in Education and
Psychology/U.E.
2. Teachers’ education needs and strategies for inclusive classrooms
Clarinda Pomar (PT) - Research Center in Education and Psychology/U.
E.
11.15
Auditorium
3. Inclusive Assessment – From theory to practice in some European
countries - Adelinda Candeias (PT) - Research Center in Education
and Psychology/U.E.
4. Educational Support Systems of children with disabilities in
preschools and schools - Jane Brodin (SE) – Department of Child and
Youth Studies/ Stockholm University
5. Evaluation of IRIS Project - Marius Domingo (ES) - Departament
d’Educació/Generalitat de Catalunya
13.00
Lunch
8
Day 16th (Saturday)
TIME
PLACE
SPEAKER
Workshops: Promoting inclusive practices
Reasons for Inclusion in Education – a Discussion.
Auditorium
College of Espírito Santo Mark Vaughan (UK) - Educational Change Consultancy
Room 7
Aide Memoire “Fit to Learn Bookmark”
Jenny Evans (UK) - Devon County Council
(Annexe to Auditorium)
Classroom Climate in Inclusive Settings
14.30
Graça Santos (PT) - Research Centre in Education and Psychology/U.É.
Room 124
College of Espírito Santo Anna-Lena Ljusberg (SE) – Department of Child and Youth Studies/
Stockholm University
Teamwork in inclusive school
Carme Mnegrillo
Room 131
College do Espírito Santo Government.
Maria
Natália
Falcó
Cabral
(ES)
(PT)
–
Education
– Grouping
of
Department,
Schools
Catalonia
Eugénio
de
Andrade/Paranhos
15.45
Coffee Break with Musical Moment
Free presentation/Poster section
Table 1: COURSES AND PROJECTS FOR AN INCLUSIVE SCHOOL
Coordinator: Vitor Cruz
Inclusion: Does it happen or do we make it happen? – Vitor Cruz –
Faculty of Human Motricity – Technical University of Lisbon, Portugal.
Interdisciplinary
Ordinary
Collaboration:
Schooling
of
a
Child
Interdisciplinary
with
Collaboration:
Developmental
Disorder
Generalized - Anna Rigat Cererols - BA in Psychology and Pedagogy.
16.00
CDIAP de Olot y la Garrotxa, Spain.
Room 7
(Annexe to Auditorium) Evolution of the Total Development Program for High Ability Children
(PIPAC) - África Borges del Rosal, Carmen M. Hernández Jorge y Elena
Rodríguez Naveiras – University of Laguna, Spain.
Challenges to educational assessment and intervention: Reflections
about the experience of implementation of ICF in Portugal - Adelinda
Candeias, Ana Cristina Rosário, Maria José Saragoça, Mónica Rebocho,
Gertrudes Pastor, Júlio Coincas e Maria João Cortes, Olga Rocha – CIEP Research Centre on Education and Psychology – University of Evora,
Portugal
9
Table 2: POLICY, SCHOOL AND COMMUNITY: A TRIAD FOR INCLUSION
Coordinator: Clarinda Pomar
Community and the Process of Building Inclusive Practices in Early
1
2
Intervention - Joaquim Gronita , Ana Cristina Bernardo , Júlia Serpa
3
2
Pimentel , Joana Marques & Cátia Matos
2–
Open University; Cercizimbra –
1
2
Technical Service for Early Intervention ; Torreguia Cooperative ; ISPA Higher Institute of Applies Psychology - Unit for Research in Cognitive
Psychology of Development and Education3, Portugal.
Educational Practices Impact on Experience School with Chronic
Illness Children and Adolescents - Sofia C. Pais & Isabel Menezes Faculty of Psychology and Educational Sciences
Room 8
College of Espírito Santo Portugal.
(Annexe to Auditorium)
- University of Porto,
Guidelines for results and empowerment processes – An policies
analysis - Teixeira, M. Pedro; Menezes, Isabel - Faculty of Psychology and
Educational Sciences - University of Porto, Portugal.
Inclusion: Sentiments, attitudes and concerns - Santos, J.1 & César, M.2
– Education Department of Sciences Faculty - University of Lisbon1;
Research Centre of Education or Sciences Faculty – University of Lisbon2,
Portugal.
Inclusive Practice: Weaving Networks of Solidarity in University of
Education - Jean Mac Cole Tavares Santos - University of State of the Great
River of the North – UERN, Brazil.
Posters Theme 1 : INCLUSION: PRATICES AND TEACHERS
Coordinators: Ana Cristina Rosário, Maria José Saragoça
Inclusive Models and Practices in Romania, Bucharest, School nr. 114,
“Principesa Margareta” – Minodora Gavrila – School Nr. 114, “Principesa
Margareta” – Bucharest, Romania.
The Impact of Educational Practices in the Cronic Illness Children and
Auditorium
Adolescents Scholl Experiences - Sofia C. Pais & Isabel Menezes Ground floor
Faculty of Psychology and Educational Sciences - University of Porto,
Portugal.
Innovation and Inclusion Education: Case Study of Reference - João
Silva, Nicole Rebelo, Patrícia Mendes, Patrícia Pinto, A. Candeias University of Évora, Portugal.
10
The Educative Answer for Pupils with Multideficiency, Congenital
Blindness and for Pupils with Perturbations of the Autistic Spectrum 1
2
Domingues, Eduardo ; Ferreira, Paula - U.L.P. e School E.B. 2,3 de Sever
1
2
do Vouga ; U.L.P. e School E.B. 2,3 de Sever do Vouga , Portugal.
Exploratory study of Physical Educators’ Attitudes Towards Inclusion
of Students with Physical Disability - Campos, Maria João; Silva, Sara;
Ferreira, José Pedro - Faculty of Sciences of the Sport and Physical
Education – University of Coimbra, Portugal.
Transition to Active Life of Students with Special Needs Education:
Reflections from the School - Gabriela Canastra – Student of PhD in
Education – University of Lusófona of Lisbon, Portugal.
Life Satisfaction, Scholarity and Professional Status of Youth with
Cerebral Palsy: Comparative Study - Diana A. Brandão1,2; José L. Pais
1
Ribeiro - Faculty of Psychology and Educational Sciences - University of
Porto1; Supported by Foundation for Science and Techonology, Portugal.
Training Teachers to Facilitate School Inclusion in Romania – Diana
Melnic – Teachers’ Development Centre of Bucharest, Romania.
The Establishment of Partnerships and Networks in the Construction of
Inclusive Practice Processes in the Early Intervention. - Joana Marques*,
Joaquim Gronita**, Ana Cristina Bernardo*, Cátia Matos* & Júlia Serpa
Pimentel*** - * Torreguia Cooperative, ** Open University - Cercizimbra –
Technical Service for Early Intervention, *** ISPA - Higher Institute of Applies
Psychology - Unit for Research in Cognitive Psychology of Development and
Education, Portugal.
Posters Theme 2: SOCIAL, POLITICAL AND EMOTIONAL FACTORS’ IN
THE CONTEXT OF AN INCLUSIVE SCHOOL?
Coordinator: Maria Elisa Chaleta, Gertrudes Pastor
The Perception of Families in the Process of Building Inclusive Pratices
1
2
in Early Intervention - Cátia Matos , Joaquim Gronita ; Ana Cristina
2
2
3
1
Bernardo ; Joana Marques ; Júlia Serpa Pimentel ; -Torreguia Cooperative ;
Open University - Cercizimbra – Technical Service for Early Intervention 2;
ISPA - Higher Institute of Applies Psychology - Unit for Research in Cognitive
Psychology of Development and Education 3, Portugal.
Social Competence and Social Acceptance in Disabilities Children in
1
inclusive kindergarten and Inclusive Experiences Quality - Ana Moiteiro ;
Marta Machado1; Cecília Aguiar1,2; Júlia Serpa Pimentel1 & Ana Figueiredo1 -
11
ISPA - Higher Institute of Applies Psychology - Unit for Research in Cognitive
1
Psychology of Development and Education (UIPCDE) ; Portugal.
Involvement of the family in the educative process of the child with
incapacities: parents’ perception and educators of special education 1
1,2
1
Ana Lúcia Figueiredo ; Cecília Aguiar ; Júlia Serpa Pimentel ; Marta
1
1
1
Machado ; Ana Moiteiro & Tânia Boavida - ISPA - Higher Institute of
Applies Psychology - Unit for Research in Cognitive Psychology of
Development and Education 1; Portugal.
Emotional and Social Intelligence in institutionalized children with
1
educational special needs: Preliminary studies - G. Franco , A. A.
2
2
1
Candeias , H. Pires – University of Madeira ; CIEP – University of Évora2,
Portugal
Community’ contributions for the inclusive school - Elisa Chaleta*, Maria
*
*
*
Luísa Fonseca Grácio , António Borralho , Adelinda Candeias , Heldemerina
Pires*, Clarinda Pomar*, Jean-Claude DeVreese**, Eva Bernart ***, Carme
Negril Falcó****, Jenny Evans*****, Natalia Cabral******, Jane Brodin*******,
Anna-Lena Ljusberg******* -
*
University of Évora, Research Center in
Education and Psychology, Portugal; ** Service Général de L’ Inspection/
Inspection de L’Enseignement Spécialisé (BE); *** Center for Special Needs
Education (AT); ****Generalitat de Catalunya. Serveis Territorials a
Tarragona (ES); *****Devon County Council (UK); ******Grouping of Schools
Eugénio de Andrade/Paranhos (PT); ******* Department of Child and Youth
studies/ Stockholm University (SE).
Influences’ Multiples about Social Participation Indicators’ - Cecília
Aguiar1,2; Júlia Serpa Pimentel2; Ana Figueiredo2; Ana Rita Moiteiro2;Marta
Machado2 & Tânia Boavida2 - ISPA - Higher Institute of Applies Psychology 2
Unit for Research in Cognitive Psychology of Development and Education ,
Portugal.
Social representations of non native students in Portuguese territory:
predictors of motivation and attitudes on learning situation. Sandra
Figueiredo; Carlos Fernandes da Silva – University of Aveiro, Portugal
.
Socio-cognitive models of social inclusion - preventing early interethnic discrimination - Maria Benedicta Monteiro; Francisco Gomes
Esteves; Maria Manuela Calheiros; Allard Rienk Feddes; Rita Susana
Correia; Maria Rita Morais; Ricardo Filipe Rodrigues; Mariline Justo - Lisbon
University Institute (ISCTE) - Centre for Social Research and Intervention
(CIS), Portugal.
A multidimensional approach in order to promote inclusion, autonomy,
12
cooperation and democratic citizenship – an action-research project.
Teresa Santos Maduro Gonçalves; Iolanda Silva Ribeiro - College of Our
1
Lady of Apresentation ; Institute of Education and Psychology of University of
2
Minho , Portugal.
Posters
Theme
CONTEXTS?
WHICH
EVALUATION
INSTITUTIONS’,
3:
TEACHERS’
IN
INCLUSIVENESS
AND
STUDENTS’
EVALUATION.
Coordinators: Maria João Cortes, Natália Cabral
Global and Inclusive Quality in Pre-schools contexts in the District in
Lisbon - Tânia Boavida Silva1; Cecília Aguiar1,2 & Júlia Serpa Pimentel1 ISPA - Higher Institute of Applies Psychology - Unit for Research in Cognitive
1
Psychology of Development and Education , Portugal
Dyslexia in Secundary Schools, an Project of Assessment and
Intervention - Luisa Mota & Teresa Atouguia – Secundary School of Arts
António Arroio, Portugal.
Inclusive Education in Azores - Portugal - Thomas Hofsäss1; Letícia
Leitão2; Conceição Medeiros2; University of Leipzig (Alemanha)1; University
of Azores2, Portugal.
Rankings and Schools’ Quality - José Manuel Brito Pires Bica & Fernando
Cardoso de Sousa – Higher Institute Afonso III (INUAF), Loulé, Portugal
Educative Guidelines Measures: sensorial preferences of Portugueses
Second Language Learners - Sandra Figueiredo; Carlos Fernandes da
Silva – University of Aveiro, Portugal.
Evaluation of an Early Intervention Program: Contributes to the
1
2
Promotion of Inclusive Pratices - Júlia Serpa Pimentel , Joaquim Gronita ,
3
3
3
Ana Cristina Bernardo , Cátia Matos & Joana Marques - ISPA - Higher
Institute of Applies Psychology - Unit for Research in Cognitive Psychology of
1
Development and Education ; Open University - Cercizimbra – Technical
2
3
Service for Early Intervention ; Torreguia Cooperative , Portugal.
The Inclusion of Students with migration experience: The tools needs
for the educative assessment and intervention - Sandra Figueiredo;
Carlos Fernandes da Silva – University of Aveiro, Portugal
.
Practices Assessment in Early Intervention - Elisabete Mendes – Higher
School of Education of Portalegre, Portugal
13
Variables Institutional Influence in Responsiveness to Colaboration
between Teachers - José Castro Silva & José Morgado - ISPA - Higher
Institute of Applies Psychology - Unit for Research in Cognitive Psychology of
Development and Education, Lisbon, Portugal.
Posters Theme 4: THE TECHNOLOGIES IN TEACHERS EDUCATION.
Coordinators: Heldemerina Pires and Júlio Coincas
Teacher Training and New Techonologies - Felipa Lopes dos Reis &
António Eduardo Martins - Open University, Portugal.
E-Learning as a Strategy Tool of Long Distance Education - Felipa Lopes
dos Reis & António Eduardo Martins - Open University, Portugal.
Technological Evolution of Traditional Teaching - Felipa Lopes dos Reis
& António Eduardo Martins - Open University, Portugal
Summary
Moderator: Maria Luísa Grácio
17.30
Auditorium
Jean-Claude De Vreese (BE) - General Inspection Service/Special
Education Inspection (General Coordinator of IRIS Project)
Closing Conference
Moderator: Luís Sebastião
18.00
Auditorium
Cleves Primary School – A kaleidoscope of inclusion
Mark Vaughan (UK) - Educational Change Consultancy
14
IRIS PROJECT - Presentation
Jean-Claude De Vreese, Co-ordinator of the IRIS project; Service Général de L’ Inspection/ Inspection de
L’Enseignement Spécialisé (BE)
Eva Bernart; Center for Special Needs Education (AT)
Carme Negril Falcó; Generalitat de Catalunya. Serveis Territorials a Tarragona (ES)
Jenny Evans; Devon County Council (UK)
Natalia Cabral; Agrupamento de Escolas Eugénio de Andrade/Paranhos (PT)
Adelinda Candeias; Universidade de Évora, Centro de Investigação em Educação e Psicologia, Portugal
Jane Brodin & Anna-Lena Ljusberg; Department of child and Youth Studies/Stockholm University (SE)
Abstract
All children have the right to receive the kind of education that does not discriminate on grounds of
disability, ethnicity, religion, language, gender, capabilities and so on (Article 2, Convention of the Right of
the Child, UN 1989) and this education is the responsibility of the regular school system . (UNESCO, 1994)
Inclusion is a process of addressing the diversity of needs of all learners. Inclusion further means enabling
pupils to participate in the life and work of mainstream institutions to the best of their abilities, whatever
their needs.
Inclusive education means disabled and non-disabled children and young people learning together in
ordinary educational settings. The philosophy of education that encompasses the needs of all children has
3 main threads: 1. a holistic view of children, 2. the Principle of non-segregating measures and 3. a
response to the demands of the environment.
Inclusive education is of uppermost importance because children have a part to play in society. An early
start in mainstream settings is the best preparation for an integrated life Inclusive education offers a
multidimensional approach to competencies and abilities, reducing barriers to learning and participation for
all. Fourteen years after the Salamanca declaration inclusive education is still a faraway concept for many
schools and teachers. Practice within schools across Europe varies from the partial integration to full
inclusion of pupils. The stages of the process are evident in all countries. Effective inclusion demands a
change of focus from the child to the school and its community. With Inclusive practice the teacher needs
to become broader in outlook and approach and work more collaboratively throughout the school. The aim
of the IRIS project is to develop, implement and disseminate materials for initial teacher training and inservice training for all educational staff, to change attitudes and beliefs about the learning of all children
and to recognise that the learning potential of any child is the result of many factors.
Key-words: Inclusion, Inclusive Education, School for all children, IRIS project
15
Why did we make a new project on inclusion
Eva Bernart; Co-coordinator of the IRIS project; Center for Special Needs Education (AT)
Jean-Claude De Vreese, Co-ordinator of the IRIS project; Service Général de L’ Inspection/ Inspection de
L’Enseignement Spécialisé (BE)
Carme Negril Falcó; Generalitat de Catalunya. Serveis Territorials a Tarragona (ES)
Jenny Evans; Devon County Council (UK)
Natalia Cabral; Agrupamento de Escolas Eugénio de Andrade/Paranhos (PT)
Adelinda Candeias; Universidade de Évora, Centro de Investigação em Educação e Psicologia, (PT)
Jane Brodin & Anna-Lena Ljusberg; Department of child and Youth Studies/Stockholm University (SE)
Abstract
Inclusion is a process: it respects and values difference. Everyone has a part to play. Inclusive education
is another way of thinking special and offers a multidimensional approach to competencies and abilities,
reducing barriers to learning and participation for all students – not only those with impairments or those
who are categorised as having special educational needs (CSIE, Centre for studies on Inclusive education
http://inclusion.uwe.ac.uk/). Therefore all children have the right to receive the kind of education that does
not discriminate on grounds of disability, ethnicity, religion, language, gender, capabilities and so on.
Practice within schools across Europe varies from the partial integration to full inclusion of students. The
stages of the process are evident in all countries. Effective inclusion demands a change of focus from the
child to the school and its community. To improve teaching and learning we need to develop a new
attitude based in research and focussed on an understanding of pupils´ needs and strengths. The overall
aim of the IRIS project was and still is the development, implementation and dissemination of materials for
initial training and in-service training for teachers and other educational staff.
Key-words: Inclusion, Inclusive Education, School for all children, IRIS project, Teacher training
16
CONFERENCE
International overview of inclusion
Mark Vaughan (UK) -Educational Change Consultancy
Abstract
This presentation will welcome the arrival or Article 24 in the 2006 UN Convention on the rights of disabled
people, and refer briefly to the international ‘road’ that has brought us to this landmark document. It then
discusses a variety of human rights and social justice arguments that support the development of inclusion
for all in mainstream education, pointing out that the term ‘Special Educational Needs (SEN)’ is not a
helpful phrase. Finally, it asks if the glass is half full or half empty – and suggests there is more that unites
and strengthens the development of inclusive education than divides it.
Key-words: SEN, Inclusion, Inclusive Education
17
SIMPÓSIO - IRIS contributions to inclusive practices in Europe
SIMPOSYUM/SIMPÓSIO
IRIS contributions to inclusive practices in Europe
Inclusive Schools: Barriers and Benefits in Some European Countries
1
1
1
1
Maria Luísa Fonseca Grácio ; António Borralho ; Adelinda Candeias ; Heldemerina Pires ; Clarinda
1
1
2
3
4
5
Pomar ; Elisa Chaleta ; Jean-Claude DeVreese ; Eva Bernart ; Carme Negril Falcó ; Jenny Evans ;
6
7
7
Natalia Cabral ; Jane Brodin ; Anna-Lena Ljusberg
Universidade de Évora, Centro de Investigação em Educação e Psicologia, (PT) 1; Service Général de L’
Inspection/ Inspection de L’Enseignement Spécialisé (BE) 2; Center for Special Needs Education (AT)3;
Generalitat de Catalunya. Serveis Territorials a Tarragona (ES)4; Devon County Council (UK)5;
Agrupamento de Escolas Eugénio de Andrade/Paranhos (PT)6; Department of Child and Youth
7
Studies/Stockholm University (SE)
Abstract
Inclusion is an increasingly problematic in the field of a more equitable society and education, involving
changes in attitudes, knowledge and practices and also of different systems of human life.
Within the broad spectrum of areas and scenarios in which inclusion or exclusion are present, educational
area and school in particular, emerge as critical both by providing, or not, experiences of inclusion and
because of the consequences and effects that actions that are carried out in our days or in a near future.
In this paper we discuss subjects’ conceptions from six European countries, about inclusive classroom and
school as well as the barriers, obstacles and benefits perceived by them nowadays.
Key-words: Inclusion, School, Classroom, Barriers, Benefits, Ressources,Inclusive Conceptions,
Phenomenography.
Resumo
A inclusão é uma problemática cada vez mais premente na senda de uma educação e sociedade mais
equitativas implicando mudanças ao nível das mentalidades, saberes e práticas dos indivíduos e dos
vários sistemas enquadradores da vida humana.
Dentro do largo espectro das áreas e cenários em que a inclusão ou exclusão se encontram presentes a
área educativa, e a escola em particular, emergem como cenários críticos quer pela vivência da inclusão
que proporcionam, ou não, quer pelas consequências e efeitos multiplicadores que as acções aí
realizadas têm ou podem vir a ter.
Nesta comunicação abordaremos as concepções de sujeitos de seis diferentes países europeus sobre
escola e sala de aula inclusivas bem como as barreiras, obstáculos e benefícios por eles percepcionados
no momento actual1.
Palavras-chave: Inclusão, Escola, Sala de Aula, Obstáculos, Benefícios, Recursos, Concepções de
inclusão, Fenomenografia.
18
Teachers’ education needs and strategies for inclusive classrooms
1
1
1
1
Clarinda Pomar , Maria Luísa Fonseca Grácio ; António Borralho ; Adelinda Candeias ; Heldemerina
1
1
2
3
4
5
Pires ; Elisa Chaleta ; Jean-Claude DeVreese ; Eva Bernart ; Carme Negril Falcó ; Jenny Evans ;
6
7
7
Natalia Cabral ; Jane Brodin ; Anna-Lena Ljusberg
1
Universidade de Évora, Centro de Investigação em Educação e Psicologia, (PT) ; Service Général de L’
2
3
Inspection/ Inspection de L’Enseignement Spécialisé (BE) ; Center for Special Needs Education (AT) ;
4
5
Generalitat de Catalunya. Serveis Territorials a Tarragona (ES) ; Devon County Council (UK) ;
Studies/Stockholm University (SE)7
Abstract
Inclusive schools development is largely based on the professional quality of teachers and other
educational staff. Thus initial and lifelong teacher education emerges as a key factor in promoting inclusive
schools and classrooms, by ensuring the domain of knowledge and skills necessary for the development of
inclusion promoting practices and, therefore, quality education. In this paper we intend to present the view
of teachers and other educational staff, in several European countries, about the role and contributions
that teacher education should have in the promotion of inclusive school, and also to point out some
strategies and practices that should be considered by all those who try to promote inclusion in their
classroom and improving the quality of their teaching.
Key-words: Inclusion, Inclusive classroom, Teacher education, Teaching strategies.
Resumo
O desenvolvimento da escola inclusiva assenta, em grande medida, na qualidade profissional dos(as)
professores(as) e outros agentes educativos. Deste modo, a formação de professores (inicial e contínua)
emerge como um factor fundamental para a promoção da escola e da sala de aula inclusiva, devendo
garantir o domínio dos conhecimentos e das competências necessárias para o desenvolvimento de
práticas promotoras de inclusão e, consequentemente de qualidade educativa. Com esta comunicação
pretendemos, por um lado, apresentar a opinião de professores(as) e outros agentes educativos, de
vários países europeus, sobre o papel e os contributos que a formação de professores deverá ter ao nível
da promoção da escola inclusiva e, por outro lado, relevar um conjunto de estratégias e práticas que
deverão ser consideradas por todos(as) aqueles(as) que procuram promover a inclusão na sua sala de
aula e a melhorar a qualidade do seu ensino.
Palavras-chave: Inclusão, Sala de aula inclusiva, Formação de professores, Estratégias de ensino.
19
Inclusive Assessment – From theory to practice in some European countries
A. A. Candeias1, M. N. Trindade1, G. Santos1, A.C. Rosário1, M. Rebocho1, M. João Cortes1, M. J.
Saragoça; Jean-Claude DeVreese2; Eva Bernart 3; Carme Negril Falcó4; Jenny Evans5; Natalia Cabral6;
Jane Brodin7; Anna-Lena Ljusberg7
Universidade de Évora, Centro de Investigação em Educação e Psicologia, (PT) 1; Service Général de L’
Inspection/ Inspection de L’Enseignement Spécialisé (BE) 2; Center for Special Needs Education (AT)3;
Generalitat de Catalunya. Serveis Territorials a Tarragona (ES)4; Devon County Council (UK)5;
7
Studies/Stockholm University (SE)
Abstract
Inclusive Education assumptions provide the development of individualized and personalized educational
assessment and intervention in order to improve children and youngsters with special educational needs
competences, focalized on their empowerment and social inclusion.
Before that, is a challenge to us think, rethink and renew the practice of identifying and assessing pupils
with SEN (permanent or temporary) based on the new theoretical assumptions of inclusive assessment.
Pursuing this goal we present a theoretical review of what should be the guidelines for inclusive
assessment and description of the evaluation procedures applied in several European countries.
Finally we highlight the relevance of this conceptual and practical change in SEN’s assessment focused on
inclusion assumptions. Such change should being sustained by a teacher educational model directed
towards this goal as well as by the development of appropriate tools and procedures that sustained
inclusive assessment.
Key-words: SEN, Inclusive Education, Inclusive Assessment, Teachers´Education.
Resumo
Os pressupostos da Educação Inclusiva prevêem o desenvolvimento de estratégias de avaliação e
intervenção educativas individualizadas e personalizadas que possibilitem a expansão das várias
competências da criança e jovem com Necessidades educativas especiais, com vista à sua
autonomização e inclusão social.
Perante isto coloca-se-nos o desafio de pensar, repensar e renovar as práticas de identificação e
avaliação dos alunos com várias NEE (permanentes ou temporárias), à luz dos novos pressupostos
teóricos da avaliação inclusiva.
Na prossecução deste objectivo apresentamos uma revisão teórica sobre o que devem ser as linhas
orientadoras para a avaliação inclusiva e uma descrição dos processos de avaliação aplicados em
diversos países europeus.
A finalizar destacamos a pertinência desta mudança conceptual e prática na avaliação das NEE,
focalizada nos pressupostos da inclusão ser sustentada numa formação de professores direccionada para
este objectivo, assim como no desenvolvimento de instrumentos apropriados.
Palavras-chave: NEE, Educação inclusiva, Avaliação Inclusiva, Formação de Professores.
20
Educational support systems in the different countries
1
1
1
1
1
1
Jane Brodin ;, M. N. Trindade , G. Santos , A.C. Rosário , M. Rebocho , M. João Cortes , M. J.
2
3
4
5
6
Saragoça; Jean-Claude DeVreese ; Eva Bernart ; Carme Negril Falcó ; Jenny Evans ; Natalia Cabral ; A.
7
1
A. Candeias , Anna-Lena Ljusberg
1
Department of Child and Youth Studies/Stockholm University (SE) ; Service Général de L’ Inspection/
2
3
Inspection de L’Enseignement Spécialisé (BE) ; Center for Special Needs Education (AT) ; Generalitat de
4
5
Catalunya. Serveis Territorials a Tarragona (ES) ; Devon County Council (UK) ; Agrupamento de Escolas
Eugénio de Andrade/Paranhos (PT)6; Universidade de Évora, Centro de Investigação em Educação e
Psicologia, (PT) 7
Abstract
IRIS focus on Inclusion and School improvements and embrace all children in a school for all. In order to
improve teaching and learning new attitudes that must be developed among staff (teachers, headmasters
and other professionals) based on research and with focus on pupils’ strengths and weaknesses. The
diversity of the pupils should be regarded as a resource, not a problem. This will support effective planning
and intervention, including the use of an Individual Education Plan (IEP) for all children in the inclusive
classroom. Educating pupils with diverse prerequisites as well as diverse social and economic
backgrounds, demands a variety of support systems in school, such as tools for assessment, IEPs and
materials for basic and in-service training of teachers. To support the teachers is essential but not enough,
each individual pupil also needs support in education based on his/her limitations to succeed.
This presentation is based on three counter stones: The right to education, Disability policies and the
Availability of support system in school. My presentation is based on brief reports from the partners in
Austria, Belgium, Catalonia (Spain), Portugal, Sweden and United Kingdom. I will highlight some of the
main results of the support systems for children with disabilities in preschool and school and will also
highlight some critical aspects concerning support in inclusive education. From the reports it appears that
all countries seem to have a well-developed support system in school, but there is still a discrepancy
between policy and reality. My conclusion is that there are no simple solutions to include all children in
school as each child is unique. But the time has come when changes must be reality and not just a vision.
Key-words: Educational support, Inclusion, Disabilities.
21
Evaluation of IRIS Project
Marius Domingo
1
Departament d’Educació/ Generalitat de Catalunya (ES)1
Abstract
The evaluation of the process has to be useful for improving the form of working as the different members
in order to achieve the marked goals. It is a matter of detecting weak points and points strong, in form that
from the strong points the different teams overcomes the weak points. The detection of weaknesses and
strengths is done through questionnaires and interviews, the proposals of improvement are agreed on in a
debate directed by the external evaluator from at first detected elements.
Key-words: External Evaluation, Evaluation of the Process, Session of Joint Evaluation, Questionnaire,
Interview, Quantitative and Qualitative Methodology.
Resume
L'avaluació del procés ha de servir per millorar la forma de treballar dels diferents membres per tal
d'aconseguir els objectius marcats. Es tracta de detectar punts febles i punts forts, de forma que a partir
dels punts forts els diferents equips superin els punts febles. La detecció de punts febles i punts forts es fa
mitjançant qüestionaris i entrevistes, les propostes de millora es consensuen en un debat dirigit per
l'avaluador extern a partir dels elements inicialment detectats.
Paraules-clau: Avaluació Externa, Avaluació del Procés, Sessió d'avaluació Conjunta, Qüestionari,
Entrevista, Metodologia Quantitativa i Qualitativa.
Resumo
A avaliação do processo tem que servir para melhorar a forma de trabalhar dos diferentes membros com
o fim de conseguir os objetivos marcados. Trata-se de detectar pontos débeis e pontos fortes, de modo
que a partir dos pontos fortes as diferentes equipas superem os pontos débeis. A detecção de pontos
débeis e pontos fortes através de questionários e entrevistas e as propostas de melhoria conseguem-se
através de um debate dirigido pelo avaliador externo a partir dos elementos inicialmente detectados.
Palavras-chave: Avaliação Externa, Avaliação do Processo, Sessão de Avaliação Conjunta,
Questionário, Entrevista, Metodologias Quantitativa e Qualitativa.
22
WORKSHOPS
Promoting inclusive practices
23
WORKSHOPS - Promoting inclusive practices
Reasons for Inclusion in Education – A discussion
Mark Vaughan
Educational Change Consultancy (UK)
Abstract
I’ll present a workshop that shows:
i) a short DVD film of a Norwegian boy talking about inclusion in his local village primary school;
ii) a few photos of a controversial public sculpture in London that can provoke interesting responses
about images of disabled people;
iii) a few slides to illustrate the absurdity of the English 1886 Idiots Act, and lastly,
iv) some reasons for Inclusion.
This will lead to a general discussion about the importance of inclusion in schools, the advantages, the
human rights arguments and get participants to start talking about how they could change their local early
years and school settings to be more inclusive.
24
Aide Memoire “Fit to Learn Bookmark”
Jenny Evans
Abstract
Teaching inclusively is about creating an ethos and environment where pupils can enjoy learning, reflect,
improve and grow in confidence. This is fundamental to all learning.
In order to achieve those goals it is necessary for schools and teachers to create:
 Suitable conditions for learning for every child
 A learning community
 A Learning Environment
 And give Positive Instruction and Assessment
 The level of their inclusive practice regarding suitable conditions for learning, learning community,
learning environment and instruction,
 Increase the level of their inclusive practice in those areas
 Raise awareness that good practice can meet the needs of ALL children, despite their individual needs
 Identify their individual needs for in - service training.
 Use as a checklist for assessing the quality of inclusion or assessment.
The IRIS Aide Memoir helps to support inclusive practice in a variety of ways for the individual or as a
whole school approach. It is a tool to encourage good practice and to give helpful and practical advice.
It comprises of a bookmark and a web booklet which extends the ideas on the former. Additionally there is
a section on assessment which can be used in full or as required.
25
Classroom Climate In Inclusive Settings
1
2
Graça Santos ; Anna-Lena Ljusberg ; Adelinda Candeias
1
Research Center in Education and Psychology/University of Évora (PT)1; Department of Child and Youth
Studies/Stockholm University (SE)2
Abstract
Several studies underpin the existence of a need reflection and debate not only about the justification and
understanding of inclusion, but mainly on the efforts of an analysis of actual classroom practices.
This workshop intend to systematize some elements about climate in inclusive settings, namely in inclusive
classroom.
We will present some concepts and perspectives from different points of view (i.e. teacher, head-teacher,
pupils).
Many factors contribute to the classroom climate. However, most of them have predominance of affectiverelational factors, with impact on social interactions and learning processes. In this workshop/article the
authors reflect on the influences and consequences of classroom climate, pointing out strategies for
creating and maintaining a positive climate on inclusive classroom. These guidelines will be developed
also in a perspective of teacher education.
This workshop will include a formal presentation to ensure adequate basic information and some
experiential activities to guide participants’ reflection about how to promote an inclusive climate.
Key-words: Classroom Climate, Inclusive Settings, Attitudes, Values, Teacher Education.
26
Teamwork in Inclusive School
1
Carme Mnegrillo Falcó & Maria Natália Cabral
2
Departament d’Educació, Generalitat de Catalunya (ES)1; Agrupamento de Escolas Eugénio de
2
Andrade/Paranhos(PT)
Abstract
This workshop seeks to analyze basic elements in classroom teamwork development. Firstly we will
present the importance teamwork at inclusive schools. Then we will work on framework and its general
procedures trying apply them in a classroom context. Special emphasis will be put on examining team
formation, definition of the tasks and members’ roles and so on. Moreover we will identify the
characteristics of effective participation, detect and redirect dysfunctional behaviours in a work group. We
also try to get familiar with teamwork resources organization. Finally we will examine some examples of
teamwork in inclusive schools in Europe.
This workshop will include a formal presentation to ensure adequate basic information, self-assessment
activities to guide participants in their reflection and small group interactive tasks to provide understanding
and skills acquisition.
Key-word: Teamwork, Inclusive Classroom, Cooperative Learning
27
MESA1 - Percursos e Projectos para uma Escola Inclusiva
FREE PRESENTATION
Table 1: Courses and Projects for an Inclusive School
Mesa 1: Percursos e Projectos para uma Escola Inclusiva
Inclusion: Does it Happen or Do We Make it Happen?
Vitor Cruz
Faculdade de Motricidade Humana - Universidade Técnica de Lisboa
Abstract
Nowadays the importance of inclusive education or education for all is recognized everywhere and also in
Portugal. The aim of this communication is to contribute to make the inclusive education or the education
for all real.
An evident mark in its active recognition was in Thailand the World Conference on Education for all, 1990.
After this conference, in 1994, the UNESCO presents the Salamanca Declaration & Framework of action,
which, besides redefining the concept of special educational needs, introduces the concept of the Inclusive
Schooling. With the definition of the Inclusive School, comes the need to develop a coherent project,
based on the child centred pedagogy, able to accept and educate all children, including the ones who are
severely disabled.
The main idea is that all students of an educative community shall, as far as possible, learn together,
whichever his difficulties and/or abilities are. Thus, based on the pedagogic triangle - curriculum, student
and teacher, we will be reflecting on how these three vertices can be seen so that we are able to build an
inclusive school, where the teachers’ participation is absolutely needed.
To achieve this goal, we will establish a relation between the three vertices and the three theories of
intelligence. This way, we’ll be looking at Sternberg’s triarchic theory of intelligence (TTI) to reflect on the
pupil and who he is, at Gardner’s Multiple Intelligence Theory (MIT) to think about what the curriculum is
and about what it should not be, and at the Feuerstein’s theories of Structural Cognitive Modifiability (SCM)
to consider what the teacher is and the teacher should be.
Key-words: Inclusion, Student, Curriculum, Teacher, Intelligence.
Inclusão: É o que Acontece ou o que Fazemos Acontecer?
Resumo
Um marco decisivo no seu reconhecimento activo foi a Conferência Mundial da Educação para Todos, em
1990, na Tailândia, após a qual a UNESCO, em 1994, avança com a Declaração de Salamanca onde,
para além de redefinir o conceito de Necessidades Educativas Especiais, avança com o conceito de
Escola Inclusiva.
Com a noção de Escola Inclusiva surge a necessidade de desenvolver um projecto coerente, ancorado
numa pedagogia centrada na criança, capaz de acolher e educar todas, incluindo aquelas que são
gravemente desfavorecidas.
Parte-se, pois, do princípio fundamental de que todos os alunos de uma comunidade educativa devem
aprender juntos, na medida do possível, quaisquer que sejam as suas competências e/ou dificuldades.
Deste modo, tendo como base o triângulo pedagógico – Currículo, Aluno e Professor, vamos fazer uma
breve reflexão sobre como podem ser perspectivados estes três vértices para que possamos construir
uma Escola Inclusiva, onde a participação dos docentes é de fundamental importância.
Para tal, iremos estabelecer uma relação entre os três vértices e três teorias da Inteligência. Deste modo,
apoiar-nos-emos: na Teoria Triárquica da Inteligência (TTI) de Sternberg, para reflectir sobre o Aluno e o
que ele é; na Teoria das Inteligências Múltiplas (TIM) de Gardner, para incidir sobre o Currículo e o que
28
ele não deve ser; e na Teoria da Modificabilidade Cognitiva (TMC) de Feuerstein, para considerar o
Professor e o que ele deverá ser.
Palavras-chave: Iinclusão, Aluno, Currículo, Professor, Inteligência.
Interdisciplinary Collaboration: Ordinary Schooling of a Child with Developmental Disorder
Generalized
Anna Rigat Cererols
Licenciada en Psicología y Pedagogía. CDIAP de Olot y la Garrotxa
Abstract
The inclusion of children with mental or physical handicaps in a regular school should be made in an
appropriate way, it means accompanied by a multidisciplinary support in order to maximize the benefits
that can derive from being in this type of schooling, achieve a suitable adjustment and encourage inclusion
rather than exclusion. Our team (CDIAP) has worked with a child diagnosed with Pervasive Development
Disorder (PDD) in order to make sure and safe child’s inclusion in a regular school. As you will see, to
make this possible we organized a joint collaboration among a number of entities and professionals
(psychologist, doctors, teaching assistants, speech therapists, social assistants etc.).
CDIAP,working with a regular school, teachers, teaching assistants, and the EAP from the area, created a
file about the child to ensure that he would receive a personal teacher during school hours. At the same
time, in the CSMIJ the child received psychopharmacs (MEDICATION). Social services also followed up
the family, assisting them economically and with basic assistance at an open centre to allow the child to
acquire certain basic abilities (autonomy, basic hygiene, eating habits and relationships). In this specific
case, 6 entities were working together (CDIAP, etc) to improve the development of the child. We want to
ensure that the child integration is everyone’s responsibility. If we do not work together and in the same
direction for the best interests of the child we will be fostering exclusion, isolation and an inability to reach
their potential for the children who are within these programs.
Key-words: Inclusion, General Development Disorders.
Colaboración Interdisciplinar: Escolarización Ordinaria de un Niño con Trastorno Generalizado del
Desarrollo (tgd).
Resumen
La inclusión de niños y niñas con dificultades psíquicas y/o físicas en la escuela ordinaria debe ir
acompañada de un trabajo interdisciplinar para maximizar los beneficios asociados a esta escolarización,
conseguir una buena adaptación y fomentar realmente la inclusión y no la exclusión. En nuestro equipo
(Centro de Desarrollo Infantil y Atención Precoz -CDIAP- de la Garrotxa, Gerona, Cataluña) hemos
trabajado en el caso de un niño diagnosticado de Trastorno Generalizado del Desarrollo (TGD) para
mantener su inclusión en la escuela ordinaria. Como mostraremos a continuación, para llevar a cabo una
correcta atención al niño hemos organizado una estrecha colaboración entre diferentes equipos
asistenciales y varios tipos de profesionales (psicólogos, médicos, educadores, logopedas, asistentes
sociales, etc.). Desde el CDIAP, conjuntamente con la Escuela Ordinaria -profesores, educadores y el
Equipo de Asesoramiento Psicopedagógico (EAP) de la zona- se realizó un informe para conseguir que el
niño tuviera una auxiliar educativa en exclusiva para él durante las horas escolares. A su vez, desde el
Centro de Salud Mental Infantil y Juvenil (CSMIJ) se efectuó una atención a nivel psicofarmacológico.
Desde el dispositivo de Servicios Sociales se realizó el seguimiento familiar, se facilitaron ayudas
económicas a la familia y se le proporcionó la asistencia a un Centro Abierto para que el niño fuese
adquiriendo los hábitos básicos necesarios (autonomía, higiene, alimentación, relación, etc.). En este
caso, pues, la actuación de un total de 6 dispositivos asistenciales: CDIAP, Escuela Ordinaria, EAP,
CSMIJ, Servicios Sociales y Centro Abierto, consiguió que la evolución del niño fuera muy favorable.
La inclusión es responsabilidad de todos. Si no nos coordinamos en beneficio del niño y con una línea de
actuación compartida acabaremos fomentando la exclusión, el olvido y la escasa potenciación de las
capacidades preservadas de los niños a los que atendemos en este tipo de programas.
29
Palabras-clave: Inclusión, Trastorno Generalizado del Desarrollo.
Evolution of the Total Development Program for High Ability Children (PIPAC)
África Borges del Rosal, Carmen M. Hernández Jorge y Elena Rodríguez Naveiras
Universidad de La Laguna. España
Abstract
We are developing a psychoeducative intervention program addressed to high abilities children and called
Total Development Program for High Ability Children (PIPAC). This program began in 2003, and in this
year we are carrying out our sixth edition: PIPAC VI. Our program is focusing on high ability children and
their families.
This program has two subprograms: one of them, addressed to children, is a Socio-affective program,
called: Discovering us and the other one is a Families’ program, called: Meetings. The objective with
children is to improve intrapersonal and interpersonal knowledge and their relationships with the
environment. The parents subprogram's objective is to improve families’ educative strategies and their kind
of bringing up. Both of them (children and their parents) meet their instructors twice per month.
The results are very positive. Parents improve their families’ educative strategies and children improve
their social skills. In this work we present the evolution of this program during these six years.
Key-words: Intervention program. High ability. Evaluation
30
MESA 2 - Política, Escola e Comunidade: Uma Tríade para a Inclusão
Challenges to educational assessment and intervention: Reflections on the experience of
1
implementation of ICF in Portugal
Adelinda Candeias, Ana Cristina Rosário, Maria José Saragoça, Mónica Rebocho, Gertrudes Pastor, Júlio
Coincas e Maria João Cortes, Olga Rocha
Research Center on Education and Psychology – University of Evora
Abstract
Based on the recent changing of the Portuguese legislation for pupils’ SEN screening and assessment, this
study aims to discuss the practical implications of implementation of the ICF (International Classification of
Functioning, Disability and Health) in the Portuguese educational system.
We focus the challenges to educational assessment and intervention based on the experience of three
schools in the south of Portugal. We use a qualitative methodology, based in a case study with
observations in context, document analysis and a open questionnaire. The content analysis has examined
the implications of the ICF through four categories: teacher’ and other expert’ education, teamwork,
impact, and process of screen-intervention-evaluation-classification.
Finally we will discuss the implications and requirements derivatives from the implementation of the ICF in
teachers’ and other experts’ education, in teamwork, and in the process of assessment and intervention to
improve inclusive school.
Key-words: ICF, SEN, Teacher Education, Assessment, Intervention, Inclusive School.
Desafios à avaliação e intervenção educativa : Reflexões sobre a experiência de implementação da
CIF em Portugal
Centro de Investigação em Educação e Psicologia – Universidade de Évora, Portugal
Resumo
Tendo por base a recente evolução da legistação portuguesa e os instrumentos para a sinalização e
avaliação de alunos com necessidades educativas especiais, este estudo pretende discutir as implicações
práticas da implementação da CIF (Classificação Internacional de Funcionalidade, Incapacidade e Saúde)
no Sistema Educativo Português.
Focamos os desafios à avaliação e intervenção educativa com base na experiência de três escolas do sul
de Portugal, a partir da metodologia de estudo de caso, com observações em contexto, análise
documental e um questionário aberto. A análise de conteúdo permitiu analisar as implicações da CIF
através de quatro categorias: a formação profissional, o trabalho de equipa, o impacto e o processo de
sinalização-avaliação-classificação-intervenção.
Finalmente iremos discutir as implicações e as necessidades inerentes à implementação da CIF na
formação de professores e outros técnicos, no trabalho em equipa, na avaliação e intervenção, para
melhorar a inclusão escolar.
Palavras-chave: CIF, NEE, Formação de Professores, Avaliação, Intervenção, Escola Inclusiva.
1
Work supported by DAFFODIL Project: Dynamic Assessment oF Functioning and Oriented at
Development and Inclusive Learning (142084-2008-LLP-BE-COMENIUS-CMP), financiado por:
Education and Culture Lifelong Learning Programme; COMENIUS. www.daffodilproject.org
31
FREE PRESENTATION
Table 2: Policy, School and Community: A Triad for Inclusion
Mesa 2: Política, Escola e Comunidade: Uma Tríade para a Inclusão
Community and the Process of Building Inclusive Practices in Early Intervention
Joaquim Gronita1, Ana Cristina Bernardo2, Júlia Serpa Pimentel3, Joana Marques2 & Cátia Matos2
Universidade Aberta; Serviço Técnico de Intervenção Precoce da Cercizimbra1; Cooperativa Torreguia2;
Instituto Superior de psicologia Aplicada - Unidade de Investigação em Psicologia Cognitiva do
Desenvolvimento e Educação3
Abstract
The research/action project “Early Intervention: the process of building and implementing good practices”,
in a resource-based approach and within an ecological framework, ensured that all community resources
and partners were involved in finding, implementing and developing adequate responses to meet the
needs of children and families.
After the financial and human resources needs of the EI team were responded, an evaluation study was
carried on during the 3 years of the project.
Inclusive practices in Early Intervention were felt as part of community responsibility and, within a dynamic
research/action process, some of the EI projects and responses that had been implemented with project
funding could be continued through community funding.
The research/action project had a positive impact on the development of the EI team under evaluation, not
only on its internal organization and functioning but also on its relation with the community structures and
support to children and families. Its results and products are a valuable contribution to Portuguese Early
Intervention programs.
Key-words: Early Intervention, Community Development, Inclusion, Resources.
A Comunidade e o Processo de Construção de Práticas Inclusivas no Âmbito da Intervenção
Precoce
Resumo
Transcendendo as dimensões criança, família, recursos e serviços prestados, o Projecto “O processo de
construção de boas práticas” consubstanciou a Intervenção Precoce (I.P.) numa perspectiva ecológica,
envolvendo parcerias sociais que se co-responsabilizaram para definir, financiar e acompanhar este
projecto ao longo de três anos.
Assegurado o pleno funcionamento de uma equipa de I.P., foram eliminadas as necessidades expressas
e procedeu-se a um estudo avaliativo específico e intrínseco ao Projecto.
As práticas inclusivas em intervenção precoce foram apropriadas como responsabilidade comunitária e
social, num processo dinâmico de Investigação-Acção que, findo o Projecto, garantiu a continuidade de
respostas entretanto proporcionadas.
O impacto do Projecto manifestou-se muito positivo, no desenvolvimento da equipa de I.P., nos seus
aspectos organizativos e de funcionamento, na sua relação com a comunidade de pertença e com as
crianças e famílias, em particular.
As conclusões e produções do Projecto constituem uma mais valia para a Intervenção Precoce em
Portugal.
Palavras-Chave: Intervenção Precoce, Desenvolvimento Comunitário, Inclusão; Recursos.
32
The Impact of Educational Practices in School Experience of Children and Adolescents with
Chronic Illness
Sofia C. Pais & Isabel Menezes
Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto
Abstract
Chronic illness, which is becoming more and more frequent, has several implications on school experience
children and adolescents with chronic illness. However, in spite of being conditioned by the disease
demands and incompatibilities facing school rhythms, these students, frequently, run into strategies to
cope with their daily difficulties in a better way. In parallel, the comprehensive and systematic educational
agents approach (peers, teachers…) tend to afford them educative opportunities really beneficial (Kyngas,
2004). It highlights the relevance of a collaborative and reflexive logic to establish between school and
family in order to promote these students adaptation (Thies, 1999).
This study focuses on children and adolescents with chronic illness and their experience in school settings
and it intends to identify inhibitors and encouraging factors of this development, by using interviews with
students. On the other side, it is our aim exploring resources and practices which are provided by school
when handling with chronic illness students inclusion, based on interviews with teachers.
Key-words: Chronic Illness, School, Development.
O Impacto das Práticas Educativas na Experiência Escolar de Crianças e Adolescentes com
Doença Crónica
Resumo
Progressivamente mais usual, a doença crónica tem implicações várias na experiência escolar de
crianças e adolescentes. Contudo, apesar de estarem condicionados por exigências e incompatibilidades
que a doença impõe face aos ritmos escolares, estes estudantes encontram, vulgarmente, estratégias
para melhor lidarem com as dificuldades que quotidianamente encontram. Paralelamente, uma
abordagem compreensiva e sistemática por parte dos agentes educativos (pares, professores…) tende a
proporcionar-lhes oportunidades educativas genuinamente benéficas (Kyngas, 2004). Destaca-se a
relevância de uma lógica colaborativa e reflexiva a estabelecer entre escola e família na promoção da
adaptação destes estudantes (Thies, 1999).
Este estudo foca-se na vivência de crianças e adolescentes com doença crónica na escola e pretende
identificar factores inibidores e potenciadores do seu desenvolvimento, através de entrevistas com
estudantes. Por outro lado, é objectivo deste estudo explorar os recursos e as práticas proporcionadas
pela escola para a inclusão dos estudantes com doença crónica, baseadas em entrevistas com
professores.
Palavras-chave: Doença Crónica, Escola, Desenvolvimento.
33
Results and Procedures Guidelines for Empowerment –An Analysis of policies
Teixeira, M. Pedro; Menezes, Isabel
Faculdade de Psicologia e de Ciências da Educação - Universidade do Porto
Abstract
The emergence of a new paradigm of disability (Schalock, 2004) has inspired new biopsychosocial
(Simeonsson, et al 2003) and socio-political (Hahn, 1985; Smart, & Smart, 2006) models that challenge
the definition of disability beyond a functionalist perspective. The acknowledgement of a social dimension
and its impact on disabled people’s lives has been leading to see special education schools as social
exclusion and segregation devices.This way, it is important to question and reflect upon educative
practices and associated differentiation and classification iems such as: ‘learning disabilities’. Results from
a policy analysis focusing on guiding principles of empowerment and autonomy promotion of Portuguese
and European documents will be presented and its relevance discussed on the basis of biopsychosocial
and socio-political models.
Key-words: Empowerment, Incapacity, Learning Disabilities.
Orientações para Resultados e Processos de Empoderamento – Uma Análise de Políticas
Resumo
A emergência de um novo paradigma de incapacidade permitiu o desenvolvimento de modelos
biopsicosociais (Simeonsson, et al 2003) e sociopolíticos (Hahn, 1985; Smart, & Smart, 2006) que
questionam a própria definição de incapacidade para além da perspectiva funcionalista. O
reconhecimento da dimensão social e do seu impacto na vida de pessoas incapacitadas tem levado a
perceber as escolas de educação especial como dispositivos de segregação e de exclusão social. Assim,
importa questionar e reflectir as práticas educativas, como também os dispositivos de diferenciação e de
classificação associados, como, por exemplo: ‘dificuldades de aprendizagem’. Serão apresentados
resultados de uma análise de políticas nacionais e europeias focando nos princípios orientadores do
empoderamento e da promoção da autonomia e discutida a sua pertinência com base nos modelos
biopsicosociais e sociopolíticos da incapacidade.
Palavras-Chave: Empoderamento, Incapacidade, Dificuldades De Aprendizagem.
34
Inclusion: Sentiments, Attitudes and Concerns
Santos, J.1 & César, M.2
Universidade de Lisboa - Departamento de Educação da Faculdade de Ciências1; Universidade de Lisboa
- Centro de Investigação em Educação da Faculdade de Ciências2
Abstract
In Portugal we are observing a growing diversity of students that attend regular schools. Promoting more
inclusive practices is fundamental for the construction of educational settings that welcome difference as a
valuable resource for all (César, 2003). Studying changes induced by professional education on the
sentiments, attitudes and concerns of the educational agents is, therefore, relevant (Loreman, Earle,
Sharma, & Forlin, 2007; Sharma, Forlin, Loreman, & Earle, 2006). This work is part of the project
Educação Inclusiva e Processos de Formação, in which the main objective/ it’s main objective is of this
investigation is the study of sentiments, attitudes and concerns presented by educational agents, before
and after attending graduate or post graduate professional education regarding inclusive education. We
assume an interpretive paradigm and a methodological approach carried out through a long panel survey.
The sub-sample of this study includes teachers and other educational agents (n=81) in the Greater Lisbon
area, attending higher education professional courses covering contents related to inclusive education. To
collect data we used the scale SACIE – Sentiments, Attitudes & Concerns about Inclusive Education, by
Loreman, Earle, Sharma, & Forlin, (2006), applied in two moments: At the beginning and at the end of the
selected curriculum units. When these two moments are confronted, the results reveal a slight increase of
inclusive sentiments and attitudes towards students characterized as presenting SEN. The results also
reveal a high level of concern towards inclusive education.
Key-words: Professional Education, Inclusive Education, Attitudes, Concerns.
Inclusão: Sentimentos, Atitudes e Preocupações
Resumo
Em Portugal assiste-se a uma crescente diversidade de alunos que frequentam o ensino regular. A
promoção de práticas mais inclusivas é fundamental para a construção de cenários educativos que
acolham a diferença como uma riqueza, património de todos (César, 2003). Estudar as mudanças que a
formação de agentes educativos provoca nos seus sentimentos, atitudes e preocupações é, por isso,
relevante (Loreman, Earle, Sharma, & Forlin, 2007; Sharma, Forlin, Loreman, & Earle, 2006). Este
trabalho faz parte do projecto Educação Inclusiva e Processos de Formação, cujo principal objectivo é
estudar que Sentimentos, Atitudes e Preocupações apresentam os agentes educacionais, antes e após
uma formação relacionada com a educação inclusiva. Assumimos uma abordagem interpretativa e
realizámos um long panel survey. A sub-amostra deste estudo inclui professores e outros agentes
educativos (n=81), em formação inicial ou pós-graduada, em instituições de ensino superior, da região da
Grande Lisboa, frequentando cursos e unidades curriculares que abordam conteúdos relacionados com a
educação inclusiva. Como instrumentos de recolha de dados utilizou-se a escala SACIE – Sentiments,
Attitudes & Concerns about Inclusive Education, de Loreman, Earle, Sharma, & Forlin (2006), aplicada em
dois momentos: no início e no final das unidades curriculares seleccionadas. Os resultados revelam um
leve aumento de sentimentos e atitudes mais inclusivas face aos alunos caracterizados como
apresentando necessidades educativas especiais, quando se confrontam os dois momentos da aplicação
da escala. Revelam, ainda, um elevado nível de preocupações face à educação inclusiva.
Palavras-chave: Formação Profissional, Educação Inclusiva, Atitudes, Preocupações.
35
Inclusive Practice: Weaving Networks of Solidarity in University Education
Jean Mac Cole Tavares Santos
Universidade do Estado do Rio Grande do Norte – UERN
Abstract
This work aims to show the construction of webs of solidarity searching the inclusion of people with
deficiency in the college teaching. They are reports of our experiences with deaf, blind and students in
wheelchair. We discuss about the barriers and the possibilities with deficient college students in
expectation of recognizing in the opportunities, in the limits and in the daily challenges, practice of
solidarity for the social inclusion. Law of inclusion (Brazilian), in spite of its importance, it is not enough. We
value the expectations attributed by the current model of Inclusive Education, going through a segregated
model in special rooms for a heterogeneous model, based by the notion of inclusion in regular rooms,
promoting new demands that need an effort from everyone for discovering of itself and the another one,
demanding the searching for new actions. So we check and report, the limits of this inclusion, the
challenges between teacher and student, the silences from the politics of inclusion that it is drawing and
the "anguish" for the slowness of the process. We also point the concrete means of minimizing of these
limits when the school subjects place themselves to the service of the construction of a net of bonds made
and practiced by students and sensitive teachers to the inclusion. Using the participating observation
methodology, in the plural school places, we note that the nets of solidarity mean one of the practical
alternatives to the inclusion. It is necessary the construction of other knots, solidarity knots, to avoid that
the inclusion is not only in the physical presence of the defective person. It can be revealed, much more, in
condition of apprenticeship.
Key-words: Inclusive Education, Special Education, Alterity.
Prática Inclusiva: Tecendo Redes de Solidariedade no Ensino Superior
Resumo
Nosso trabalho aborda a construção de teias de solidariedade para a busca pela inclusão de pessoas
com deficiência no ensino superior. São relatos de nossas experiências com discentes surdos,
cadeirantes, cegos, entre outros. Discutimos sobre as barreiras e as possibilidades com alunos
universitários com deficiência na expectativa de reconhecer nas ocasiões, nos limites e nos desafios
diários, práticas de solidariedades para a inclusão social. A lei de inclusão (brasileira), apesar de
importante, não basta. Avaliamos que as expectativas imputadas pelo atual modelo de Educação
Inclusiva, passando de um modelo segregado em salas especiais para um modelo heterogêneo,
alicerçado pela noção de inclusão em salas regulares, promovem novas demandas necessitando um
esforço de todos para descoberta de si e do outro, exigindo a busca por outros agires. Observamos e
relatamos, assim, os limites dessa inclusão, os desafios na relação professor e aluno, os silêncios que a
política de inclusão vai desenhando e a “agonia” pela lentidão do processo. Apontamos, também, as
concretas possibilidades de minimização desses limites quando os sujeitos escolares se colocam a
serviço da construção de uma rede de vínculos posta em prática por alunos e professores sensíveis à
inclusão. Usando a metodologia da observação participante, nos plurais espaços escolares, constatamos
que as redes de solidariedade significam uma das alternativas práticas à inclusão. Faz-se necessária a
construção de outros laços, laços de solidariedade, para evitar que a inclusão não fique só na presença
física da pessoa deficiente. Revele-se, muito mais, em condição de aprendizagem.
Palavras-chave: Educação Inclusiva, Educação Especial, Alteridade.
36
TEMA POSTER - Inclusão: Práticas e Professores
POSTERS
1. Inclusão: Práticas e Professores / Inclusion: Pratices And Teachers
Inclusive Models and Practices in Romania, Bucharest, School nr. 114, “Principesa Margareta”
MINODORA GAVRILA
School Nr. 114, “Principesa Margareta” BUCHAREST – ROMANIA
Abstract
The School Nr. 114, “Princess Margareta” is a Secondary School in Bucharest, the capital city of
Romania, committed to community and eager to offer a better education for children. `Since 2002, the
School is involved in the PHARE project, ”The Access to Education of Disadvantaged Groups”. The project
is financed by the European Union and the Romanian Government and aims to create and promote an
equally based educational environment, non-discrimination regardless social background, ethnic group of
belonging, minorities, learning difficulties. The project “Access to Education of Disadvantaged Groups”
focused upon the realization of so called « Schools for Everybody » for all kind of young people taking into
consideration and harnessing: religion, ethnical differences and social problems, physical and
psychological disabilities .
All the teaching staff in School Nr. 114, “Princess Margareta” was involved in many different activities in
school, such as: training courses for teachers at the Teachers’ Training Center of Bucharest, elaborating
and delivering new educational materials; developing the partnerships between school and the local
community ; implementing many educational projects, activities, workshops, involving parents : “School of
Parents” - training parents, collaborative teaching: student-teacher- parent, organizing an after-school
where students may learn, prepare their homework assisted by the teacher,
summer school, leisure activities, such as: cultural, music, dace clubs, science club, trips, visits to different
attractive places in Bucharest and in the countryside, training and creating school mediators for the
reinforcement the relationships between school and local community, investments in school logistics,
computers, projectors, e-library, educational supplies. Among the results of the project are: a new
development of cultural and school inclusive practices, family, external agencies and other members of the
community are the real partners in daily activities, a friendly, open school environment.
Key-words: School For Everybody, Equality Of Chances, Children’s’ Rights, Access To Education,
Disadvantaged Groups, Teachers’ Training, The Inclusive School.
The Impact of Educational Practices in the Chronic Illness Children and Adolescents School
Experiences
Sofia C. Pais & Isabel Menezes
Faculdade de Psicologia e de Ciências da Educação - Universidade do Porto
Abstract
Progressively more usual, chronic illness has several implications on the scholar experience of chronic
illness children and adolescents. However, in spite of being conditioned by the disease demands and
incompatibilities facing the school rhythms, these students, frequently, run into strategies to better cope
with their daily difficulties. In parallel, the comprehensive and systematic educational agents approach
(peers, teachers…) tends to afford them educative opportunities sincerely beneficial (Kyngas, 2004). It
highlights the relevance of a collaborative and reflexive logic to establish between the school and the
family in order to promote these students adaptation (Thies, 1999).
This study focuses on the chronic illness children and adolescents experience in the school setting and it
intends to identify the inhibitors and encouraging factors of this development, using interviews with
students. On the other side, it is our aim exploring resources and practices which are provide by school for
the chronic illness students inclusion, based on interviews with teachers.
Key-words: Chronic Illness, School, Development.
Innovation and Inclusion Education: Case Study of Reference
João Silva, Nicole Rebelo, Patrícia Mendes, Patrícia Pinto, A. Candeias
Universidade de Évora
Abstract
We assumed in this work that the educational innovation relates to the pedagogical renewal, with
processes of change and improvement in the school system to promote inclusion of pupils with SEN. In
this study, we propose the characterization of the Educational Process of Inclusion, based in a case study
of a school considered a good example of inclusive practice and educational innovation. Used for this
analysis is the methodology of case study, with observations in context, document analysis and a semistructured interview with a teacher of the School who work every day and practicing inclusion. Analysis of
the interviews highlighted four dimensions: Inclusive Education and School, School Inclusion/Social
Inclusion Management School, Barriers and Challenges of Inclusion. The results show the ideal and the
management of inclusion in school and in society as well as highlight the main obstacles and challenges
that arise in this context. Is not possible to extrapolate the results obtained, it is suggested the
development of new studies that show new track and advantages of inclusive education practices for the
development of all children.
Key-words: Inclusion, Innovation, SEN, Academic Results, Educational Skills.
Inovação e Inclusão Educativa: Estudo de um caso de referência
Resumo
Assumimos como pressuposto, neste trabalho que a inovação educativa relaciona-se com a renovação
pedagógica, com processos de mudança e a melhoria no sistema escolar que promovam a inclusão de
alunos com NEE. Neste estudo propomos a caracterização do Processo de Inclusão Educativa, baseados
num estudo de caso de uma Escola considerada um exemplo de boas práticas inclusivas e de inovação
educativa. Para esta análise recorreu-se à metodologia de estudo de caso, com observações em
contexto, análise documental e uma entrevista semi-estruturada a uma professora da Escola que trabalha
e pratica diariamente a inclusão. Da análise da entrevista ressaltaram quatro dimensões: Educação e
Escola Inclusiva, Inclusão Escolar / Inclusão Social, Gestão Escolar, Barreiras e Desafios de Inclusão. Os
resultados evidenciam o ideal e a gestão da inclusão na Escola e na sociedade, bem como realçam os
principais obstáculos e desafios que se colocam neste contexto. Não sendo possível extrapolar os
resultados conseguidos, sugere-se o desenvolvimento de novos estudos que evidenciam novas pistas e
vantagens das práticas educativas inclusivas para o desenvolvimento de todas as crianças.
Palavras-chave: Inclusão, Inovação, NEE, Resultados Académicos, Competências Educativas.
The Educative Answer for Pupils with Multideficiency, Congenital Blindness and for Pupils with
Perturbations of the Autistic Spectrum
Domingues, Eduardo1; Ferreira, Paula2
U.L.P. e Escola E.B. 2,3 de Sever do Vouga1; U.L.P. e Escola E.B. 2,3 de Sever do Vouga2
Abstract
By bringing into force the Decreto-Lei n.º 3/2008, of January 7th, new educational answers were made
available to pupils with long term special needs. Among the provisions of this new law stands out the
specific service to children with congenital multi-deficiency and deaf blind and to autism deficiencies. The
special needs presented by these pupils required which, due to its particulars, forced schools to call on the
local community and requesting it to take part in the educational process as a way to look for adequate
answers and partnerships.
In this scenario, it is important to find out in which extent the global society in this new century and
specifically the teaching community provides the right answers to the inclusion – both educational and
social – in a committed and sensed way and not as a legal obligation. In this context, partnerships turns out
to be a plus, not only by granting children with special needs live functional experiences but also because
all the experiences will be useful when they leave school.
The schools in general and the teachers in particular must be able to provide adequated answers in order
to satisfy the diversity of needs, by promoting and developing educational answers and overcoming, day by
day, the several inclusion barriers – educational, personal or social – that range from difficulties arising from
the pupil’s own situation to the lack of real and effective public policies.
Key-words: Service, School, NEE, PEA, Multideficiency.
A Resposta Educativa para Alunos com Multideficiência/Surdo-Cegueira Congénita e para Alunos
com Perturbações do Espectro do Autismo
Resumo
A publicação do Decreto-Lei n.º 3/2008, de 7 de Janeiro permitiu novas respostas educativas a alunos com
necessidades educativas especiais de carácter prolongado, e dentro do articulado, sobressai o
atendimento específico à multideficiência e surdo-cegueira congénita, e às perturbações do espectro do
autismo que, pelas suas características particulares, obrigaram à abertura da escola à comunidade
envolvente, a qual, tradicionalmente, não intervinha no processo educativo, procurando assim respostas
adequadas e parcerias ajustadas.
Deste modo urge saber até que ponto a sociedade globalizada, deste início de século, e os docentes, em
particular, respondem ao chamado da inclusão (seja educativa ou social) e respondem de forma sentida e
vivida e não como simples cumprimento burocrático de normativos legais. Neste contexto, a articulação de
trabalho torna-se uma mais-valia, não só por garantirem experiências funcionais em contexto real mas
também porque, terminado o percurso escolar, é fora da escola que o aluno será colocado enquanto
cidadão de pleno direito.
A escola, e os docentes em particular, têm, pois, de serem capazes de responder adequadamente à
pluralidade das necessidades, promovendo e desenvolvendo respostas educativas, ao mesmo tempo que
transpõe, a cada dia que passa, as barreiras à inclusão (sejam educacionais, pessoais ou sociais), desde
as dificuldades próprias da condição particular do aluno até à carência de políticas públicas concretas e
capazes.
Palavras-chave: Atendimento, Escola, NEE, PEA, Multideficiência.
Exploratory Study of Physical Educators’ Attitudes Towards Inclusion of Students with Physical
Disability
Campos, Maria João; Silva, Sara; Ferreira, José Pedro
Faculdade de Ciências do Desporto e Educação Física da Universidade de Coimbra
Abstract
Teacher’s attitudes toward teaching students with disabilities key factor in the improvement of disability
students’ inclusion on the regular classes. The purpose of this research is to explore Physical Educators’
attitudes toward teaching students with physical disabilities. The sample was constituted by 254 Physical
Educators, N= 164 male and N=90, age between 21 and 58 years old (M=36,64; SD=8,943). We used the
PEATID III – Physical Educators’ Attitude Toward Teaching Individuals With Disabilities III (Rizzo, 1993),
which had never been administrated in this population. The results suggest that teacher’s who have
coursework in special education have more positive attitudes than those without academic preparation as
well as a better quality of experience and perceived competence. The greater the quality of experience,
the better are the attitudes and perceived competence. It is necessary to implement strategies, in particular
at specific training level in inclusive education, so that teachers have higher quality of teaching experience
and consequently better perceived competence and attitudes in teaching students with disabilities.
Key-words: Attitudes, Physical Disability, Inclusion, Physical Educators.
Estudo Exploratório das Atitudes dos Professores de Educação Física Face a Inclusão dos Alunos
com Deficiência Motora
Resumo
As atitudes dos professores são um factor chave na inclusão de alunos com deficiência nas classes
regulares. O objectivo deste trabalho é averiguar as atitudes dos professores de Educação Física (EF)
face ao ensino de alunos com deficiência motora. A amostra foi constituída por 254 professores de EF,
(N=164 do género masculino e N=90 do género feminino), com idades entre os 21 e os 58 anos
(M=36,64; DP=8,94). O instrumento de avaliação utilizado foi o PEATID III – Physical Educators’ Attitude
Toward Teaching Individuals With Disabilities III (Rizzo, 1993), o qual nunca foi utilizado para a população
portuguesa. Podemos concluir que os docentes com formação em ensino especial apresentam atitudes
mais favoráveis, bem como uma melhor qualidade da experiência e uma maior percepção de
competência. Quanto maior a qualidade da experiência, mais favoráveis as atitudes e a percepção de
competência. Torna-se necessária a implementação de estratégias, nomeadamente a nível da formação
em ensino inclusivo, para uma melhor qualidade da experiência de ensino e consequente melhorias da
aptidão pedagógica e das atitudes face ao ensino de alunos com deficiência.
Palavras-chave: Atitudes, Inclusão, Professores de Educação Física, Deficiência Motora.
Transition to Active Life of Students with Special Needs Education: Reflections from the School
Gabriela Canastra
Universidade Lusófona de Lisboa
Abstract
This paper intends to make a reflection about some educational implications associated to the transition
process towards adult life of disabled and handicapped students.
According to the Portuguese Law (3/2008 of 7th January), we explain some controversial aspects, which
emerge from the analysis of its contents, according to the theoretical – conceptual context of the social
construction of the disability.
The multiplicity of meanings, which is applied to the transition concept (transition to adult life, postschooling transition, social- labour transition), is emphasized in this context.
Secondly, a reflection about this subject is mentioned, showing some contributions produced in an
ecological perspective.
Therefore, it is important to reveal the meaning of transition to an adult life concept, pointing a transition
methodology that can articulate differently but in a convergent way, some elements such as: (a) The
centricity of each one’s singular experience; (b) The mobilization of supports and local quality services
adapted to each person; (c) The implementation of transition issues, organized and managed around the
meanings related to a life quality concept, which is focused, among other dimensions, on the articulation
between the feeling of self-determination of the person and the role of the quality of services and supports.
Key-words: The Social Construction of Disability,The Transition to Adult Life, An Ecologic Perspective,
Self- Determination, Quality of Life.
Transição para a Vida Activa de Alunos com Necessidades Educativas Especiais: Reflexões a
partir da Escola
Resumo
O presente artigo visa apresentar o resultado de algumas reflexões sobre determinadas implicações
educativas associadas ao processo de transição para a vida adulta de alunos com NEE, a partir do novo
enquadramento operativo do processo em causa, implementado pelo Decreto-Lei 3/2008, de 7 de
Janeiro. É neste contexto que é realçada a complexidade inerente ao uso que se tem vindo a fazer do
conceito de transição (transição para a vida adulta, transição pós-escolar ou transição sócio-laboral).
Neste sentido, importa relevar o significado do conceito de transição para a vida adulta, privilegiando-se
uma metodologia de transição que articule, de forma diferenciada mas convergente, vários factores
contextuais: (a) centralidade da experiência singular de cada sujeito, (b) mobilização de apoios e serviços
locais de qualidade à medida de cada sujeito (c) implementação de dispositivos de transição organizados
e geridos em torno do sentimento de autodeterminação e de qualidade de vida de cada sujeito.
Palavras-chave: Construção Social da Deficiência, Transição para a Vida Adulta, Perspectiva Ecológica,
Autodeterminação, Qualidade de Vida.
Life Satisfaction, Scholarity and Professional Status of Youth with Cerebral Palsy: Comparative
Study
1,2
1
Diana A. Brandão ; José L. Pais Ribeiro
Faculdade de Psicologia e Ciências da Educação da Universidade do Porto
2
Apoiada pela Fundação para a Ciência e Tecnologia (SFRH/BD/37474/2007)
Abstract
This study presents an exploratory and comparative analysis of the academic and professional pathways,
of youth with and without Cerebral Palsy (CP), and, therefore, to understand the influence of these
pathways in general life satisfaction. The sample consisted of 122 subjects, 72 subjects with CP and 50
without CP; 41,8% male and 58,2% female; aged between 16 and 36 years; all single.
Self-response, anonymous questionnaires were use: a socio-demographic questionnaire and the General
Life Satisfaction Scale (Andrews & Withey, 1976).
An average value of 6,94 was found for General Life Satisfaction for the total sample; 6,82 for individuals
with CP; and 7,12 for individuals without CP; suggesting that these youth are relatively satisfied with their
lives. Students have higher life satisfaction than young people Employed, Unemployed and Volunteers;
and Volunteers have lower life satisfaction than young people Employed and Unemployed.
The results suggest that youth without CP have higher education than youth with CP; and that female
individuals have higher education than male individuals. For the Professional Status, the results indicate
that there are more youth with CP who are unemployed and/or at home, without occupation, than youth
without a CP.
Key-Words: Cerebral Palsy, Education, Professional Status and General Life Satisfaction.
Satisfação com a Vida, Escolaridade e Situação Profissional de Jovens com Paralisia Cerebral:
Estudo Comparativo
Resumo
Este trabalho pretende efectuar uma análise exploratória e comparativa dos percursos, escolares e
profissionais, de jovens com e sem Paralisia Cerebral, e, consequentemente, compreender a influência
destes percursos na Satisfação com a Vida em Geral.
A amostra constituiu-se por 122 sujeitos, 72 indivíduos com Paralisia Cerebral e 50 sem Paralisia
Cerebral; 41,8% do sexo masculino e 58,2% do sexo feminino; com idades compreendidas entre os 16 e
os 36 anos (média de 23 anos), todos solteiros.
A avaliação efectuou-se através de questionários, anónimos, de auto-resposta, dos quais constava um
Questionário sócio-demográfico e a Escala de Satisfação com a Vida em Geral (Andrews & Withey, 1976).
Encontraram-se valores médios de Satisfação com a Vida em Geral de 6,94, para a amostra total; 6,82
para os indivíduos com Paralisia Cerebral; e de 7,12 para os indivíduos sem Paralisia Cerebral; sugerindo
que estes jovens se encontram relativamente satisfeitos com a sua vida. Os Estudantes apresentam
maior satisfação com a vida do que os jovens Empregados, Desempregados e Voluntários; e os jovens
Voluntários apresentam menor satisfação com a vida do que os jovens Empregados e Desempregados.
Os resultados sugerem que os jovens sem Paralisia Cerebral têm uma escolaridade superior aos jovens
com Paralisia Cerebral; e que os jovens do sexo feminino têm uma escolaridade superior aos do sexo
masculino. Relativamente à Situação Profissional, os resultados indicam que existem mais jovens com
Paralisia Cerebral que se encontram desempregados e/ou em casa, sem nenhuma ocupação, do que
jovens sem Paralisia Cerebral.
Palavras-chave: Paralisia Cerebral, Escolaridade, Situação Profissional e Satisfação com a Vida em
Geral.
Training Techers to Facilitate School Inclusion In Romania
Diana Melnic
Teachers’ Development Center of Bucharest – Romania
Abstract
As a member of the European Union, Romania subscribes to the principle of equality of chances in
education. The policy of Romanian Ministry of Education to assure the equality of chances and to respect
the fundamental rights of children is based of the will to identify and apply proper ways to help each
individuality to develop its’ educational potential. Since 2002 up to know, many Romanian counties
implemented the PHARE project ”Access to Education for Disadvantaged Groups”, mainly focused on the
Rroma people, financed by the European Union. The main aim of the project was to support and enable
schools in their effort to create an educational environment in which school inclusion, individual approach
and equality would be the main statements of the school mission.
The Teachers Training Center of Bucharest plays an important role in the process of training teachers.
Since 2002 up to present, when the dissemination faze is on, the Center trained over 8 000 of school
teachers in Bucharest. We designed a training program, accredited, named: “THE INCLUSIVE SCHOOL”.
The course contains the following learning modules: Inclusive School, Diversity of learning styles – The
theory of multiple intelligences, Active methods- learning by cooperation, curriculum planning, class
management, evaluation process, partnerships among school and community, parents. We consider this
training program a great success at the Teachers Training Center of Bucharest. Each year, over 800 of
primary and secondary school teachers in Bucharest are attending it. They consider the project and the
training program included, very effective to achieve educational goals of school inclusion and equality.
Key-words: Equality of Chances, Children’s’ Rights, Access to Education, Disadvantaged Groups,
Teachers’ Training, The Inclusive School.
Partnerships and networks establishment in building a processo f inclusive practices within Early
Intervention
Joana Marques*, Joaquim Gronita**, Ana Cristina Bernardo*, Cátia Matos* & Júlia Serpa Pimentel***
* Cooperativa Torreguia
** Universidade Aberta; Serviço Técnico de Intervenção Precoce da Cercizimbra
*** Instituto Superior de psicologia Aplicada - Unidade de Investigação em Psicologia Cognitiva do
Desenvolvimento e Educação
Abstract
This project was built in an ecological perspective, eg early intervention practices were implemented
within a community, family, child, service and program.
The EI ecological practices emphasize that children and family belong to a social context with services and
programs , with which they contact and that influence them.
One of the goals of this study, was to understand what characterizes this EI action and establish relations
with other community services, assessing their work practices and, therefore, the quality of inclusion of
preschoolers and their families.
Trough a Sociogram it was possible to observe this service intervention, and how it detaches, in conexion
with other community services, because of its central role within EI, and the close relations with
Educational Institutions, which are essential in the implementation of a quality inclusion.
Key-words: Early Intervention, Networks, Partnership, Inclusion.
O Estabelecimento de Parcerias e Redes no Processo de Construção de Práticas Inclusivas no
Âmbito da Intervenção Precoce
Resumo
O Projecto de investigação “O processo de construção de boas práticas” estudou, numa perspectiva
ecológica, as práticas implementadas por uma equipa de intervenção precoce (IP) ao nível da
comunidade, família, criança, serviço e programa.
As práticas ecológicas em IP enfatizam o facto de criança e família se encontrarem dentro de um contexto
social onde existem serviços Um dos objectivos do estudo era compreender como é que este serviço
intervém e articula com outros serviços da comunidade, avaliando a implementação das suas práticas de
trabalho em rede/estabelecimento de parcerias, e consequentemente a qualidade da inclusão das
crianças em idade pré-escolar e suas famílias na comunidade.
Através de um Sociograma, foi possível perceber como este serviço se destaca, pelo seu papel
centralizador no âmbito da IP, com relação próxima das Instituições Educativas, fulcrais na
implementação de uma inclusão de qualidade.
Palavras-chave: Intervenção Precoce, Redes, Parcerias, Inclusão.
TEMA POSTER - Factores sócio – político - emocionais no contexto de Escola Inclusiva?
POSTERS
2. Factores sócio-político- emocionais no contexto de Escola Inclusiva?/ Social, Political and Emotional
Factors’ in the Context of an Inclusive School?
The Perception of Families in the Process of Building Inclusive Practices in Early Intervention
1
2
2
2
3
Cátia Matos , Joaquim Gronita ; Ana Cristina Bernardo ; Joana Marques ; Júlia Serpa Pimentel ;
TorreGuia – Cooperativa de Solidariedade Social1; Universidade Aberta; Serviço Técnico de Intervenção
Precoce da Cercizimbra2; Instituto Superior de psicologia Aplicada - Unidade de Investigação em
Psicologia Cognitiva do Desenvolvimento e Educação3
Abstract
This research project “Early Intervention: the process of building and implementing good practices” had as
a goal, the study of practices implemented in an Early Intervention (EI) team within Community, family,
child, service and program.
The international recommended practices emphasize the fundamental part played by families in EI,
enhancing the work centered on families, adjusted and specific for each family.
One of the goals of the study was to understand how families percive the support and the EI team. For
that, we used to instruments, a expectations and a satisfaction questionnaire given to the families, in two
distinct moments, the first in the beginnig of the support and the second when the support finished.
The results allowed to acess the high level of expectations and satisfaction of the families regarding the
support given to them from the EI team, as well as relate the expectations and satisfaction of some
families.
Key-words: Early Intervention, Satisfaction, Expectations, Parent’s Perception.
A Percepção das Famílias no Processo de Construção de Práticas Inclusivas no Âmbito da
Intervenção Precoce
Resumo
Este projecto de investigação “O processo de construção de boas práticas” teve como meta, o estudo das
práticas implementadas por uma equipa de intervenção precoce (IP) ao nível da comunidade, família,
criança, serviço e programa.
As práticas internacionais evidenciam o papel predominante da família em IP, reforçando o trabalho
centrado na família, sendo adaptado e específico a cada uma.
Um dos objectivos do estudo era compreender como é que as famílias percepcionam o atendimento e a
equipa de IP. Assim foram utilizados dois instrumentos, o questionário de expectativas e o questionário de
satisfação das famílias, aplicados em dois momentos distintos, o primeiro no inicio do atendimento e o
segundo no final do mesmo.
Estes resultados permitiram constatar o nível elevado de expectativas e de satisfação das famílias face ao
trabalho desenvolvido pela equipa de IP, assim como relacionar o nível de expectativas e o de satisfação
de algumas famílias.
Palavras-chave: Intervenção Precoce, Satisfação, Expectativas, Percepções Parentais.
Social Competence and Social Acceptance of Children with Disabilities in inclusive Kindergarden
and Quality of Inclusive Experiences
Ana Moiteiro1; Marta Machado1; Cecília Aguiar1,2; Júlia Serpa Pimentel1 & Ana Figueiredo1
Instituto Superior de Psicologia Aplicada (ISPA), Unidade de Investigação em Psicologia Cognitiva do
1
2
Desenvolvimento e da Educação (UIPCDE) ; SFRH/BPD/26383/2006
Abstract
The interactions and peer relationships are seen as key areas of intervention in inclusive settings, due to
their fundamental role in the development of children with disabilities (Schwartz et al., 2002). Guralnick
(1999) indicates the quality of kindergarden as one of the factors that influence the social integration of
these children.
The study intends to characterize the global objectives (a) quality of inclusive pre-school contexts, (b)
social competence, and (b) the social acceptance of children with disabilities and (d) the associations
between these variables.
The participants were 64 children with disabilities in pre-school age, their peers and educators. The
measures used in the observation were sociometric measures, questionnaires and interviews.
The results are worrying regarding the inclusive experience of children with disabilities. All the results
will be discussed taking into account the implications for inclusive practices.
Key-words: Social Competence, Social Acceptance, Quality Inclusive, Pre-School.
Competência Social e Aceitação social de Crianças com Incapacidades em Jardins-de-Infância
Inclusivos e Qualidade das Experiências Inclusivas
Resumo
As interacções e relações entre pares assumem-se como áreas primordiais de intervenção em contextos
inclusivos, tendo em conta o seu papel fundamental para o desenvolvimento das crianças com
incapacidades (Schwartz et al., 2002). Guralnick (1999) aponta a qualidade dos jardins-de-infância como
um dos factores que influencia a integração social destas crianças.
O estudo realizado teve como objectivos globais caracterizar (a) a qualidade inclusiva dos contextos préescolares, (b) a competência social e (b) a aceitação social das crianças com incapacidades bem como
(d) as associações entre estas variáveis.
Participaram 64 crianças com incapacidades em idade pré-escolar, os seus pares e educadoras. Foram
utilizadas medidas de observação, medidas sociométricas, questionários e entrevistas.
Os resultados obtidos revelam-se preocupantes no que respeita às experiências inclusivas das crianças
com incapacidades. O conjunto dos resultados será discutido tendo em conta as suas implicações para as
práticas inclusivas.
Palavras-chave: Competência social, Aceitação Social, Qualidade inclusiva, Pré-escolar.
Family involvement in the educational process of children with disabilities: Parents and Special
Education staff Perceptions
Ana Lúcia Figueiredo1; Cecília Aguiar1,2; Júlia Serpa Pimentel1; Marta Machado1; Ana Moiteiro1 & Tânia
Boavida1
Instituto Superior de Psicologia Aplicada (ISPA) - Unidade de Investigação em Psicologia Cognitiva do
Desenvolvimento e da Educação1; SFRH/BPD/26383/20062
Abstract
Families participation in the educational process of children with disabilities is recognized as a necessary
practice to promote quality in school (Odom & Wolery, 2000).
In order to understand parents and special education teachers’ perceptions about family involvement in
education process of children with disabilities, we used the version SEALS: Family Orientation of
Community and Agency Services Scale (Bailey 1989, Bailey & McWilliam, 1991), translated and adapted
by Ana Cecília Aguiar and Figueiredo (UIPCDE, ISPA, 2007).
The results indicate the existence of differences between real and desired level of family involvement,
being that educators perceive a higher level of involvement than parents. These results are discussed with
regard in what refers to its implications for inclusive practices.
Key-words: Practice Focused on Family, Parental Involvement, Educators of Special Education.
Envolvimento da Família no Processo Educativo da Criança com Incapacidades: Percepção dos
Pais e Educadores do Ensino Especial
Resumo
A participação da família no processo educativo da criança com incapacidades é reconhecida como uma
prática necessária para a promoção da qualidade em contexto escolar (Wolery & Odom, 2000).
Com o objectivo de compreender quais as percepções dos encarregados de educação (pais) e dos
educadores de ensino especial acerca do envolvimento familiar no processo educativo da criança com
incapacidades, foi utilizada a versão para a família e para os técnicos da FOCAS: Family Orientation of
Community and Agency Services Scale (Bailey, 1989; Bailey & McWilliam, 1991), traduzido e adaptado
por Cecília Aguiar e Ana Figueiredo (UIPCDE, ISPA, 2007).
Os resultados apontam para a existência de diferenças no nível actual e desejado de envolvimento
familiar, sendo que os educadores percepcionam um maior nível de envolvimento do que os pais. Estes
resultados serão discutidos no que se refere às suas implicações para as práticas inclusivas.
Palavras-chave: Práticas Centradas na Família, Envolvimento Parental, Educadores do Ensino Especial.
Emotional and Social Intelligence in institutionalized children with educational special needs:
Preliminary studies
G. Franco1, A. A. Candeias2, H. Pires2
Universidade da Madeira1; CIEP – Universidade de Évora2
Abstract
Recent research suggests the necessity to complement traditional intelligence approaches taking into
account other “intelligences” or other cognitive functions as social and emotional intelligence (,Mayer &
Salovey, 1997; Goleman, 2006; Jones & Day, 1997).
This study will focus on the description of emotional and social intelligence, and their relationship with
emotional and social competences in children with educational special needs.
The sample is composed by 20 children with educational special needs and 369 in regular school, with
ages between 7 and 13 years, and we applied Emotional Perception Test, Bar On Emotional Quotient
Inventory: Youth Version, Cognitive Test of Social Intelligence for Children, Social Competence Test for
Children and Coloured Progressive Matrices.
The results permit the identification and evaluation of the cognitive process that underly the emotional and
social development of children, and in particularly, the one of children with educational special needs, and
are new way to see the human abilities and the social and emotional competences.
Key-words: Emotional Intelligence, Social Intelligence, Educational Special Needs.
Inteligência Emocional e Social em crianças com Necessidade Educativas Especiais
Institucionalizadas: Estudos preliminares
Resumo
Estudos recentes têm vindo a mostrar a necessidade de complementar as abordagens tradicionais da
inteligência com outras funções cognitivas, tais como, a inteligência social e emocional (,Mayer & Salovey,
1997; Goleman, 2006; Jones & Day, 1997).
Sendo estas novas dimensões a explorar, o estudo que iremos apresentar teve como objectivo a
descrição da inteligência emocional e social e a sua relação com as competências emocionais e sociais
em crianças com necessidades educativas especiais institucionalizadas.
A amostra integrou 20 crianças com necessidades educativas especiais e 369 crianças do ensino regular,
com idades compreendidas entre os 7 e os 13 anos de idade, e foram aplicados os seguintes
instrumentos: O teste de Percepção Emocional para crianças, Questionário de Inteligência Emocional de
Bar-On, o teste de Inteligência Social para crianças, o teste de Competências Sociais para crianças e as
Matrizes Progressivas de Raven.
Os dados obtidos permitem identificar e avaliar os processos cognitivos do desenvolvimento social e
emocional das crianças em geral, e das crianças necessidades educativas especiais em particular, e são
uma nova forma de olhar as habilidades humanas e as competências sociais e emocionais.
Palaras Chave: Inteligência Emocional, Inteligência Social, Necessidades Educativas Especiais.
Contributions from the Community to the Inclusive School
1
1
1
1
*1
Elisa Chaleta , Maria Luísa Fonseca Grácio , António Borralho , Adelinda Candeias , Heldemerina Pires ,
1
2
3
4
5
Clarinda Pomar , Jean-Claude DeVreese , Eva Bernart , Carme Negril Falcó , Jenny Evans , Natalia
6
7
7
Cabral , Jane Brodin , Anna-Lena Ljusberg
1
Universidade de Évora, Centro de Investigação em Educação e Psicologia, Portugal
2
Service Général de L’ Inspection/ Inspection de L’Enseignement Spécialisé (BE)
3
Center for Special Needs Education (AT)
4
Generalitat de Catalunya. Serveis Territorials a Tarragona (ES)
5
6
Agrupamento de Escolas Eugénio de Andrade/Paranhos (PT)
7
Department of Child and Youth Studies/Stockholm University (SE)
Abstrat
In this study we used qualitative methodologies to investigate the role of local community in the
implementation of an inclusive school.
The data show that the community can contribute and take an important role at the level of educational
measures to be taken to promote a more inclusive education. The community actions seen as promoting
inclusion are partnerships, projects and population training and education for inclusion. The community is
also seen as having important contributions through the possibility of providing some material and human
resources, transmit values and information and through their cooperation in broad termsFor the interviewees the main aspects of an inclusion facilitator community are attached to issues related
to values of acceptance, participation, solidarity and cooperation.
Key-Words: Inclusion, Education, Community, Values.
Contributos da Comunidade para a Escola Inclusiva
Resumo
O estudo realizado recorreu sobretudo a metodologias qualitativas para averiguar sobre o papel da
comunidade local na implementação de uma escola inclusiva.
Os dados obtidos revelam que a comunidade pode contribuir e assumir um importante papel ao nível das
medidas educativas a serem tomadas para uma educação mais inclusiva. As acções da comunidade
consideradas promotoras da inclusão são vistas como consistindo em parcerias, projectos, formação
profissional e educação da população para a inclusão. A comunidade é também vista como apresentando
contributos relevantes através da possibilidade de disponibilizar alguns recursos materiais e humanos, da
transmissão de valores e de informação e através da sua cooperação em termos latos.
Para os entrevistados os principais aspectos de uma comunidade facilitadora de inclusão prendem-se
com aspectos relacionados com valores de aceitação, de participação, de solidariedade e de cooperação.
Palavras-Chave: Inclusão, Educação, Comunidade, Valores.
Multiple influences on Indicators of Social Participation
1,2
2
2
2
2
Cecília Aguiar ; Júlia Serpa Pimentel ; Ana Figueiredo ; Ana Rita Moiteiro ;Marta Machado & Tânia
2
Boavida
1
SFRH/BPD/26383/2006 ; Instituto Superior de Psicologia Aplicada (ISPA) - Unidade de Investigação em
Psicologia Cognitiva do Desenvolvimento e da Educação2
Abstract
The participation of children with disabilities in interactions, relationships and work characteristics of preschool contexts is a primary objective of the inclusion process. The quantity and quality of participation are
most likely influenced by the characteristics of children (including age, the profile of disability and their
social skills), the characteristics of contexts that attending pre-school (especially ,regarding the materials
available, the adult-child interactions and the degree of individualization of activities) and the
characteristics of the special education program implemented to meet the specific needs of these children
(particularly regarding the degree of implementation of practices and focused on trans-family) . This study
aims to test this hypothesis by examining the associations between specific indicators of social
participation (i.e. social acceptance, number of friends and participation in the activities of the room) and
the variables above mentioned.
Key-words: Social Participation, Disability, Inclusion, Quality, Pre-school.
Múltiplas Influências sobre Indicadores de Participação Social
Resumo
A participação de crianças com incapacidades em interacções, relações e actividades características dos
contextos pré-escolares constitui-se como um objectivo primordial do processo de inclusão. A quantidade
e qualidade dessa participação são, muito provavelmente, influenciadas pelas características das crianças
(nomeadamente a sua idade, o seu perfil de incapacidades e as suas competências sociais), pelas
características dos contextos pré-escolares que frequentam (nomeadamente no que diz respeito aos
materiais disponíveis, às interacções adulto-criança e ao grau de individualização das actividades) e pelas
características do programa de educação especial implementado para responder às necessidades
específicas dessas crianças (nomeadamente no que se refere ao grau de implementação de práticas
transdisciplinares e centradas na família). Este estudo tem como objectivo testar esta hipótese,
analisando as associações entre indicadores específicos de participação social (i.e., aceitação social,
número de amigos e participação nas actividades da sala) e as variáveis anteriormente referidas.
Palavras-chave: Participação Social, Incapacidade, Inclusão, Qualidade, Pré-escolar.
Social Representations of Non-Native Students in Portuguese Territory: Predictors of Motivation
and Attitudes on Learning Situation
Sandra Figueiredo; Carlos Fernandes da Silva
Universidade de Aveiro, Portugal
Abstract
The migratory experience of children and adolescents can configure and change their attitudes and
behaviours resulting from the mismatch of learning situations. The academic success and psychosocial
development of individuals inherited and caused by family and community, may be affected by a
noticeable awareness of environmental stimuli and various psychological reactions resulting there from.
There will be a brief discussion on free narratives developed by students of Portuguese Second Language
regarding experiences in the Portuguese context (school, family and community). The categorization
reflected in the texts written by immigrant pupils is an indicative of exclusion behaviour generated by
external agents and should be diagnosed in order to orient programs.
Key-words: Educative Intervention, Social Representations, Second Language, Inclusion.
Representações sociais de alunos não nativos em território Português: Preditores de motivação e
atitudes na aprendizagem
Resumo
A experiência migratória da criança e do adolescente pode alterar e configurar as suas atitudes e
determinar comportamentos resultantes de desadequação às situações de aprendizagem e à
Escola/Professor. O sucesso académico e o desenvolvimento psicossocial dos indivíduos, herdado e
provocado por família e comunidade, podem ser afectados por uma consciência notada de estímulos do
ambiente e várias reacções psicológicas daí resultantes. Será desenvolvida uma breve reflexão sobre
narrativas livres desenvolvidas por alunos aprendentes de Português Língua Segunda e Língua
Estrangeira em relação às experiências em contexto português (escola, família e comunidade). A
categorização reflectida nos textos elaborados pelos alunos imigrantes é indiciadora de comportamentos
de exclusão que os agentes externos geram e que devem ser diagnosticados para se orientarem
programas de reinserção.
Palavras-chave: Intervenção Educativa, Representações Sociais, Língua Segunda, Inclusão.
Socio-cognitive models of social inclusion: Preventing early inter-ethnic discrimination
Maria Benedicta Monteiro; Francisco Gomes Esteves; Maria Manuela Calheiros; Allard Rienk Feddes; Rita
Susana Correia; Maria Rita Morais; Ricardo Filipe Rodrigues; Mariline Justo
Lisbon University Institute (ISCTE) - Centre for Social Research and Intervention (CIS)
Abstract
Prejudice is defined as a negative evaluation of a social group or of an individual on the basis of group
membership (Allport, 1954; Crandall & Eshleman, 2002). Much controversy surrounds the issue of
prejudice in Western European societies. However, little attention has been given by social agents,
educators, and media to prejudice in childhood. The prevailing common-sense beliefs regarding this issue
are that prejudice does not exist in young children. Phenomena like social exclusion are often explained as
the result of similarity or familiarity. However, a growing body of research provides evidence that children
as young as five years old express prejudice against ethnic minorities (Katz, 1976; Aboud, 1988). Early
research has already shown the possible threats to minority children’s well-being and academic
performance as a result of prejudice (Clark & Clark, 1947). The present research project focuses on two
main issues that are theoretically and socially paramount in current Developmental Social Psychology: The
developmental course of prejudiced attitudes and behaviours in dominant groups against minority
stigmatised groups; and the issue of reducing prejudice in children. More specifically, we examine the
underlying psychological processes associated with prejudice development following socio-normative
theory (Monteiro, França, & Rodrigues, 2009). For this purpose, new methodologies are being developed
to examine both explicit and implicit forms of prejudice. The ultimate goal is to contribute to the
development of intervention programmes which aim to promote more equal intergroup relations between
social groups. This paper presents four studies with an overview of our research.
Key-words: Ethnic Prejudice, Development, Reduction, Social Norms, Parents.
TEMA POSTER - Que avaliação em contextos de inclusividade? Avaliação das Instituições, de Professores e de Alunos
A Multidimensional Approach in Order to Promote Inclusion, Autonomy, Cooperation and
Democratic Citizenship – An Action-research Project.
Teresa Santos Maduro Gonçalves; Iolanda Silva Ribeiro
Colégio de Nossa Senhora da Apresentação1;
2
Universidade do Minho - Instituto de Educação e Psicologia
Abstract
This project consists of the implementation and evaluation of an intervention that includes important
dimensions for a more inclusive school:
Cooperative learning as a possible answer to diversity;
Teaching and training of social skills, as a basic condition to effective cooperation;
Stimulus of autonomy and participation as a way of increasing responsibility and personal skills;
Active reflection and practice centered on Human Rights and democratic principles;
Parents’ socialization as well as community members’ collaboration;
Professional development of educators, through collaborative action-research. Considering this
dimension, the project includes the formation of teachers and evaluation of their performance, recurring to
specific actions and instruments.
The direct participants of this intervention are 55 students in two classrooms from the fifth form and their
teachers.
The evaluation of this project includes quantitative and qualitative dimensions and involves the use of
multiple data sources and instruments: tests and scales, interviews, formal and informal documents, videoregistrations of meetings and classes. It tries to attend to a multiplicity of developmental aspects (cognitive,
personal, motivational, social and moral) and aims the understanding of processes, patterns of interaction,
perceptions, constraints and facilitators to the educative action. This presentation gives account of the
initial action-research cycles in its processes and results.
Key-words: Cooperative Learning; Inclusive Schools; Autonomy; Democratic Citizenship; ActionResearch; Multidimensional Approach.
Uma Abordagem Educativa Multidimensional para Promover a Inclusão, a Autonomia, a
Cooperação e a Cidadania Democrática. Um projecto de investigação-acção.
Resumo
Este projecto consiste na implementação e avaliação de uma intervenção educativa que integra
dimensões facilitadoras de uma escola mais inclusiva:
fomento da cooperação entre alunos, como forma de responder à diversidade;
ensino e treino de competências sociais, para garantir a qualidade da cooperação;
estímulo da autonomia e participação, como forma de potenciar a responsabilidade e as
competências pessoais;
reflexão activa e prática centrada nos Direitos Humanos e nos princípios democráticos;
acolhimento e solicitação da colaboração dos pais e outros elementos da comunidade educativa
e meio envolvente;
desenvolvimento profissional da equipa educativa, através da investigação-acção colaborativa.
Considerando esta última dimensão, o projecto contempla a formação e avaliação de desempenho dos
educadores envolvidos, através de acções e instrumentos específicos.
Os destinatários directos desta intervenção são 55 alunos que constituem duas turmas do 5º ano de
escolaridade e respectivos professores. A avaliação do projecto contempla dimensões quantitativas e
qualitativas e envolve a utilização de múltiplos instrumentos e fontes de dados: escalas e testes,
entrevistas, documentos formais e informais e registos-vídeo de aulas e reuniões. Procura atender a uma
multiplicidade de aspectos do desenvolvimento dos alunos – cognitivos, pessoais, motivacionais e sóciomorais e visa também a compreensão dos processos, padrões de interacção, percepções dos actores,
factores facilitadores e constrangimentos da acção educativa. Esta apresentação pretende dar conta dos
ciclos iniciais da investigação-acção, nos seus processos e resultados.
Palavras-chave: Aprendizagem cooperativa; escola inclusiva; autonomia; cidadania democrática,
investigação-acção; abordagem multidimensional
POSTERS
3. Que avaliação em contextos de inclusividade?/ Evaluation in Inclusiveness Contexts?
Global Quality and Inclusive Quality in Context of Pre-school in the District of Lisbon
Tânia Boavida Silva1; Cecília Aguiar1,2 & Júlia Serpa Pimentel1
Instituto Superior de Psicologia Aplicada (ISPA) Unidade de Investigação em Psicologia Cognitiva do
Desenvolvimento e da Educação1; SFRH/BPD/26383/20062
Abstract
This study supports the use of the Measure of the Quality of Inclusive Experiences - English translation of
the Quality of Inclusive Experiences Measure (QIEM) (Wolery et al., 2000) - in the Portuguese
kindergarden and to determine the association between quality kindergarden overall and inclusive quality
experienced by children with disabilities that attend them.
We analysed the Portuguese legislation and guidelines related to pre-school education, early intervention
and special educational needs, we assessed 67 inclusive kindergarden rooms garden children belonging
to 21 groups in the district of Lisbon, randomly selected.
The data collected through QIEM, the Early Childhood Environment Rating Scale - Special Needs Items
(Harms et al., 1986), the Assessment Profile for Early Childhood Programs: Research Edition II (AbbottShim, & Sibley, 1998) and the abilities INDEX (Simeonsson & Bailey, 1991) show a minimum level of
quality or average experience inclusive experienced by children with disabilities, supporting the concerns
raised by Gamela (2003).
Key-words: Pre-school, Inclusion, Quality.
Qualidade Global e Qualidade Inclusiva em Contextos Pré-escolares no Distrito de Lisboa
Resumo
Neste estudo pretende-se fundamentar o uso da Medida da Qualidade das Experiências Inclusivas tradução portuguesa da Quality of Inclusive Experiences Measure (QIEM) (Wolery et al., 2000) – nos
jardins-de-infância portugueses e determinar a associação entre a qualidade global dos jardins-deinfância e a qualidade inclusiva vivenciada pelas crianças com incapacidades que os frequentam.
Foram analisadas a legislação e orientações portuguesas relativas à educação pré-escolar, intervenção
precoce e necessidades educativas especiais e avaliadas 67 salas de jardim-de-infância inclusivas
pertencentes a 21 agrupamentos do distrito de Lisboa, aleatoriamente seleccionados.
Os dados recolhidos através da QIEM, da Early Childhood Environment Rating Scale – Special Needs
Items (Harms et al., 1986), do Assessment Profile for Early Childhood Programs: Research Edition II
(Abbott-Shim, & Sibley, 1998) e do ABILITIES INDEX (Simeonsson & Bailey, 1991) apontam para um
nível de qualidade mínima ou média das experiências inclusivas vivenciadas pelas crianças com
incapacidades, corroborando as preocupações levantadas por Gamelas (2003).
Palavras-chave: Pré-escolar, Inclusão, Qualidade.
Dyslexia in Secondary Education, a draft assessment and intervention
Luisa Mota & Teresa Atouguia
Escola Secundária Artística António Arroio
Abstract
The project presented has been developed for over 3 years in a Secondary Arts School, aiming to
systematically work with 10th form students with specific learning disabilities on reading and writing,
concerning assessment and intervention.
The strategies used to screen, assess and intervene will be presented as well as the theoretic framework.
We explain how and why the screening is made to all the students entering the school, the psycho
pedagogic assessment that is proposed to them and components of the support proposed by the school.
Data will be presented concerning the prevalence rates for this population and the impact of the project. As
we are interested in better understand the different learning profiles of the students, to improve the
supports and the pedagogic strategies used in the classroom we will discuss those differences and how
they can relate to teachers practices. Some date will be presented concerning teachers’ practices and
attitudes.
Key-words: Dyslexia; Secondary Education, Educational Differentiation, Special Education.
Dislexia no Ensino Secundário, um projecto de avaliação e intervenção
Resumo
É apresentado um projecto que se desenvolve há 3 anos na Escola António Arroio, visando o despiste
sistemático no 10º ano, a avaliação e a intervenção em alunos com dificuldades de aprendizagem
específicas na leitura e na escrita.
Apresentamos as estratégias que utilizamos bem como o referencial teórico em que nos baseamos.
Referimos como e porque motivos o despiste é feito a todos os alunos que iniciam o seu percurso nesta
escola, que aos alunos identificados é feita uma avaliação psicopedagógica e as propostas de
intervenção apresentadas. Resultados em termos de taxas de prevalência das dificuldades encontradas
nesta população são apresentados.
Interessa-nos perceber melhor os diferentes perfis dos alunos com dificuldades específicas de
aprendizagem, de forma a personalizar e diferenciar os apoios e práticas pedagógicas. A nível de escola,
o projecto tem aumentado a sensibilização dos professores para as diferenças de aprendizagem e a
adequar as suas práticas pedagógicas e avaliativas a estas diferenças. Apresentaremos alguns dados
nesse sentido.
Palavras-chave: Dislexia; Ensino Secundário; Diferenciação Pedagógica; Educação Especial.
Inclusive Education in Azores- Portugal
Thomas Hofsäss1; Letícia Leitão2; Conceição Medeiros2;
Universidade de Leipzig (Alemanha)1; Universidade dos Açores2
Abstract
This paper focuses on the divulgation of the results of the first part of the Azorean Inclusive Evaluation
Project (AEIA). These results are related to some actions developed during the school hear of 2006/2007.
The results are related to the elementary and middle schools teachers’ perceptions about Inclusive
Education in Azores, which exists since 1997, when all the Special Schools were extinguished.
The data were collected through an inquiry to 2031 teachers (90% of all azorean teachers), and were
analyzed by way of a quantitative method. The results showed that Azorean teachers’ attitudes are
positive about Inclusive Education, although they showed some worries about its implementation in daily
school reality.
Key-words: Inclusive Education, Attitudes, School.
A Educação Inclusiva nos Açores
Resumo
Esta comunicação visa essencialmente divulgar os resultados da 1º fase do Projecto da Avaliação da
Educação inclusiva nos Açores (AEIA), cujas acções foram desenvolvidas durante o ano lectivo de
2006/2007. Estes resultados são relativos à análise das percepções dos professores do 1º, 2º e 3º ciclos
do Ensino Básico da Região Autónoma dos Açores, sobre o modelo de Educação Inclusiva que se iniciou
nesta Região em 1997, com a extinção de todas as Escolas de Educação Especial existentes.
Os dados recolhidos através de um questionário passado a 2031 professores dos 1º, 2º e 3º Ciclos do
Ensino Básico (90% da totalidade dos docentes) indicam que o corpo docente do Ensino Básico açoriano
apresenta uma atitude de abertura perante a Escola Inclusiva, embora com muitas reservas quanto à sua
operacionalização na prática.
Palavras-chave: Educação inclusive. Atitudes, Escola.
Rankings and Schools’ Quality
José Manuel Brito Pires Bica & Fernando Cardoso de Sousa
Instituto Superior Afonso III (INUAF), Loulé
Abstract
This article aims at demonstrating that the rankings of the secondary schools of the Algarve are not
confirmed by the perception of quality of their teachers and students. After selecting the three better
positioned and the three in the last positions, we used Kelly’s grids to build a two-factor questionnaire –
integration and management, which was administered to a sample of 497 students and 174 teachers of
the six selected schools.
Results indicated that the rankings were not confirmed by the perception of quality by the teachers and
students. It was also possible to draw a profile of a school with quality and of a school with poor quality,
based on the correspondence factor analysis made to the interviews of teachers and students.
These results, although needing a more inclusive investigation, called the attention to the unjust situations
the rankings might create when used as a sole indicator to evaluate the quality of schools.
Key-words: Rankings, School quality, Kelly`s Grids, School Management.
Rankings e Qualidade das Escolas
Resumo
Neste artigo procura-se provar que os rankings oficiais das escolas secundárias do Algarve não são
confirmados pela qualidade percebida pelos professores e alunos, tendo sido comparadas as três escolas
secundárias do Algarve melhor classificadas com as três pior classificadas.
O método das grades de Kelly permitiu elaborar um questionário organizado em dois factores de
qualidade - gestão e integração -, que foi aplicado a uma amostra de 497 alunos e 174 professores,
concluindo-se que os rankings não eram confirmados pela percepção de qualidade que os alunos e os
professores tinham delas. Foi também possível, a partir da análise factorial de correspondências das
entrevistas realizadas, conceber um perfil da escola com qualidade e de uma sem ou com pouca
qualidade.
Estes resultados, se bem que careçam de maior generalização, vêm comprovar a situação de injustiça na
utilização dos rankings como indicadores de qualidade das escolas.
Palavras-chave: Rankings, Qualidade nas Escolas, Gestão Escolar, Grades de Kelly.
Measures of Educational Guidance: The Assessment of Sensory Preferences for learners of
Portuguese as Second Language
Abstract
The learning styles develop and transfer between them, constituting themselves as well as processes once
they are subject to the development phases, caused mainly by the age advance. Sociological, motivational
elements, sense of responsibility and other matters of internal and external nature are in the sphere of the
learning style development. After a brief theoretical review, with the aim to address conceptually the styles
of learning, will be presented some results, arising from the implementation of a questionnaire prepared for
this purpose, which show the differences in preferences revealed by native and immigrant students. Will be
discussed the evolution of sensory preferences in the context of Second Language learning, suggesting
the hypothesis of a critical period for the type of sensory preference in the language learning. In other
hand, will be also discussed the relation of the learning style with the academic success of students, and
the consequence of that relationship as basic knowledge for an educative intervention that should guide
and support measures for inclusion in a school that is increasingly a global institution concerning the type
of students who hosts.
Key-words: Educative Intervention, Learning Styles, Second Language, Inclusion, Assessment.
Medidas de Orientação Educativa: A Avaliação das Preferências Sensoriais de Aprendentes de
Português Língua Segunda
Resumo
Os estilos de aprendizagem evoluem e transferem-se entre eles, constituindo-se como processos pois
também são sujeitos a fases de desenvolvimento, provocados sobretudo pelo avanço da idade.
Elementos sociológicos, motivacionais, sentido de responsabilidade e outros elementos de natureza
interna e externa encontram-se na esfera de evolução do estilo de aprendizagem. Após uma breve
revisão teórica, com o objectivo de abordar conceptualmente os estilos de aprendizagem, serão
apresentados alguns resultados, decorrentes da aplicação de um questionário preparado para o efeito,
que evidenciam as diferenças nas preferências reveladas por aprendentes portugueses nativos e por
alunos imigrantes. Será discutida a evolução das preferências sensoriais no contexto de aprendizagem de
Língua Segunda, sugerindo a hipótese de um período crítico para o tipo de preferência sensorial na
aprendizagem de Língua. Por outro lado, será discutida a relação do estilo de aprendizagem com o
sucesso académico dos aprendentes, e a consequência dessa relação enquanto conhecimento
fundamental para a intervenção educativa que deve orientar medidas de apoio e de inclusão numa escola
que cada vez mais se revela global pelo tipo de alunos que acolhe.
Palavras-chave: Intervenção Educativa, Estilos de Aprendizagem, Língua Segunda, Inclusão, Avaliação.
Evaluation of an Early Intervention Program: Contributes to the Promotion of Inclusive Practices
Júlia Serpa Pimentel1, Joaquim Gronita2, Ana Cristina Bernardo3, Cátia Matos3 & Joana Marques3
Instituto Superior de psicologia Aplicada - Unidade de Investigação em Psicologia Cognitiva do
1
Desenvolvimento e Educação ; Universidade Aberta; Serviço Técnico de Intervenção Precoce da
2
3
Cercizimbra ; Cooperativa Torreguia
Abstract
The evaluation study on the research/action project “Early Intervention: the process of building and
implementing good practices”, the research team aimed at gathering and analyzing data concerning the
implemented practices of an Early Intervention (EI) team within Community, family, child, service and
program and to compare them to international recommended practices.
Sharing the evaluation plan and first results with the EI team under evaluation seems to have contributed
to a better organization of the EI program, namely assessment and intervention process and instruments
and the amount and quality of information shared with families and was, in itself a contribution to the
change and improvement of EI team, and redefinition of goals and priorities of the program under
evaluation.
The results of the project and of the evaluation study enabled the team to identify models and procedures
that will improve full inclusion for pre-school with special educational needs and their families.
Key-words: Early Intervention, Program Evaluation, Inclusion, Family-centred Parctices.
A Avaliação de um Programa de Intervenção Precoce: Contributo para a Melhoria das Práticas
Inclusivas
Resumo
Com o estudo avaliativo do Projecto de investigação/acção “O processo de construção de boas práticas”,
delineado em simultâneo com o próprio projecto, pretendia-se recolher e analisar dados relativos às
práticas implementadas por uma equipa de Intervenção Precoce (IP) a nível da comunidade, família,
criança, serviço e programa, ao longo de três anos, comparando-as com as que são internacionalmente
recomendadas.
A partilha inicial dos objectivos do estudo com a equipa avaliada e a devolução de alguns resultados
parcelares poderão ter contribuído para uma melhor organização do programa de IP, dos procedimentos
de avaliação/intervenção, dos instrumentos utilizados e da informação prestada às famílias, constituindose como factor de mudança e promoção da qualidade, originando redefinição de objectivos e prioridades
para o planeamento de actividades da equipa/programa avaliado.
Os resultados obtidos permitem identificar modelos, procedimentos e respostas que assegurem a plena
inclusão das crianças em idade pré-escolar e suas famílias na vida da comunidade.
Palavras-chave: Intervenção Precoce, Avaliação de Programas, Inclusão, Práticas Centradas na Família.
The Inclusion of Students with migratory experience: Need for Tools for Educational Assessment
and Intervention
Abstract
It is important scientific and, above all, on a social perspective and to produce knowledge and suggest
solutions enabling respond to the main problem of this research: "How to identify and thereby develop
prevention methods regarding to overcome learning disabilities of second language (L2) learners, in school
context, taking into account the premise of different cognitive performances (the highest level of
"competence") and different psychosocial predispositions and thus, several verbal behaviours due to
psychological, cognitive and linguistic factors?”
Method: 61 participants second language learners (Experimental Group) and 82 native and monolingual
individuals (Control Group), aged between 7 and 30 years. It was developed a battery of 12 tests to
observe, at different degrees of language development, the phonological awareness of the participants,
according to the factors age, gender, nationality and native language spoken by individuals. The test
appears to be programmed in an electronic format to determine the profile accuracy of sounds, control of
recording the answers and report the time spent for each test. From the application of the tests battery, we
found that the sample with migratory experience presents lower performance (with a lower degree of
acceptability) toward the sample of native and monolingual (Portuguese) which suggests clear indication
that L2 learners have the conditions that require school support especially given the differences in
competence and performance among the age brackets. Naturally the L2 learners are students at risk
regarding the literacy skills development, determining the academic performance and their inclusion.
Key-words: Educative Intervention, Tests Battery, Second Language, Inclusion.
A Inclusão de Alunos com Experiência Migratória: Necessidade de Instrumentos de Avaliação e de
Intervenção Educativa
Resumo
É importante cientificamente e, sobretudo, do ponto de vista social produzir conhecimento e sugerir
soluções que possibilitem responder ao principal problema desta investigação: “Como identificar e, assim,
desenvolver métodos de prevenção dirigidos à superação de dificuldades de aprendizagem de
aprendentes de L2, em contexto escolar, tendo em conta a premissa dos diferentes desempenhos (a nível
mais elevado de “competência”) cognitivos e das diferentes predisposições psicossociais e, assim, do
distinto comportamento verbal que evidenciam, devido a factores de ordem psicológica, cognitiva e
linguística?”
Método: 61 participantes aprendentes da segunda língua (Grupo Experimental) e 82 sujeitos monolingues
e nativos (Grupo Controlo), com idades compreendidas entre 7 e 30 anos. Foi desenvolvida uma bateria
de 12 testes para observar, em diferentes graus de desenvolvimento da Língua, a consciência fonológica
dos participantes, de acordo com os factores idade, género, nacionalidade e línguas maternas faladas
pelos indivíduos. O teste apresenta-se programado num formato electrónico determinando o perfil a
acuidade dos sons, controlo do registo das respostas e registo do tempo despendido para cada teste. A
partir da aplicação da bateria de testes constatamos que a amostra com experiência migratória se
apresenta com desempenho inferior (com menor grau de aceitabilidade) face à amostra de sujeitos
nativos e monolingues (Português) o que sugere claro indício de que os aprendentes de L2 reúnem
condições que exigem apoio escolar sobretudo atendendo as diferenças de competência e performance
entre as classes etárias. Naturalmente surgem como alunos de risco no que respeita a desenvolvimento
das competências literácitas, determinando o desempenho académico e a sua inclusão.
Palavras-chave: Intervenção Educativa, Bateria de Testes, Língua Segunda, Inclusão.
Assessment of Practices in Early Intervention
Elisabete Mendes
Escola Superior de Educação de Portalegre
Abstract
The assessments in the context of early intervention have been very scarce in our country, and have
focussed primarily on perceptions of professional and degree of satisfaction of parents and not on what
actually happens during the program of intervention.
This research project, aims to make quality assessment in early intervention, comparing the practices
implemented with the internationally recommended practice and national guidelines in place.
Thus, starting a process of self practice by teams of professionals involved in direct intervention, the
document analysis was made of the procedures and actions as well as participatory observation of the
practices actually implemented within the framework of different programs of early intervention.
We expect with the quality indicators, may help to improve services and the training of professionals, as
well as look for a more adapted model of Early Intervention to Portuguese reality.
Key-words: Early Intervention, Evaluation Program, Quality of Practice.
Avaliação das Práticas em Intervenção Precoce
Resumo
Os estudos de avaliação no âmbito da intervenção precoce têm sido bastante escassos, no nosso país, e
têm-se focado fundamentalmente nas percepções de profissionais e grau de satisfação dos pais e não no
que se passa efectivamente no decorrer do programa de intervenção.
O presente projecto de investigação, pretende efectuar a avaliação da qualidade em intervenção precoce,
comparando as práticas implementadas com as práticas internacionalmente recomendadas e orientações
nacionais em vigor.
Assim, partindo de processo de autoavaliação das práticas por parte dos profissionais envolvidos nas
equipas de intervenção directa, foi efectuada a análise documental dos procedimentos e acções
realizadas, bem como a observação participada das práticas efectivamente implementadas, no âmbito de
diferentes programas de intervenção precoce.
Esperamos com os indicadores de qualidade sinalizados, poder contribuir para a melhoria dos serviços e
para a formação dos profissionais, assim como para perspectivar um modelo de Intervenção Precoce
mais adaptado à realidade Portuguesa.
Palavras-Chave: Intervenção Precoce, Avaliação de Programas, Qualidade das Práticas.
Influence of Variables in the Institutional Responsiveness: The collaboration between teachers
José Castro Silva & José Morgado
Instituto Superior de Psicologia Aplicada, Lisboa, Portugal. Membros do Unidade de Investigação em
Psicologia Cognitiva, do Desenvolvimento e da Educação, do Instituto Superior de Psicologia Aplicada,
Lisboa, Portugal
Abstract
This research aimed to study the relations existing between the perception of organizational climate school
and the frequency on which teachers are involved in collaboration practices in their schools. 117 teachers
from 7 different schools were interviewed, aged between 22 and 63 years and teaching various disciplines.
Data was collected using a questionnaire which included a scale of 5 Likert type points, presenting a total
of 83 items. The questionnaire has been divided into 4 scales: interest in collaboration, concerns about
collaboration, collaboration practices in which the teachers are currently involved and organizational
climate perceived in their school.
The main results allow us to conclude that, in general, the perception of a more positive organizational
school climate results in the increasing of collaboration practices. More specifically, teachers who feel
more supported by the Head of School, those who have more resources (e.g. monetary, physical), as well
as the teachers who perceive working relations more satisfactory are more frequently involved in
collaboration experiences.
Key-Words: School Organizational Climate, Collaboration between Teachers, Implications of School
Organizational Climate in Teacher’s Collaboration Practices.
Influência de Variáveis Institucionais na Receptividade: A Colaboração entre Professores
Resumo
O presente estudo visa perceber as relações existentes entre a percepção do clima organizacional escolar
e a frequência com que os professores se envolvem em práticas de colaboração nas suas escolas. Foi
constituída uma amostra composta por 117 professores de 7 escolas diferentes, todas dos 2º e 3º ciclos
do ensino básico, com idades compreendidas entre os 22 e os 63 anos e de diversas áreas disciplinares.
O instrumento utilizado foi o inquérito por questionário, numa escala do tipo Likert de 5 pontos,
apresentando um total de 83 itens, tendo sido dividido em 4 escalas: Interesse em cooperar,
Preocupações face à temática colaboração, Práticas de colaboração em que os professores se encontram
actualmente envolvidos e Clima organizacional vivido na sua escola.
Os principais resultados permitem-nos concluir que, de um modo geral, a percepção de um clima
organizacional escolar positivo traduz-se na adopção mais frequente de práticas de colaboração. Mais
especificamente, os professores que se sentem mais apoiados pela sua direcção escolar, aqueles que
dispõem de mais recursos (monetários, físicos, entre outros), os docentes que vivem relações de trabalho
mais satisfatórios, são os mesmos que se envolvem mais frequentemente em experiências de
colaboração.
Palavras-chave: Clima Organizacional Escolar, Colaboração entre Professores, Implicações do Clima
Organizacional Escolar nas Práticas de Colaboração entre Professores.
TEMA POSTER - As Tecnologias na formação de Professores
POSTERS
4. As Tecnologias na formação de Professores/ The Technologies in Teachers Education.
Teacher Training and New Technologies
Felipa Lopes dos Reis & António Eduardo Martins
Open University, Portugal
Abstract
The education of teachers in new technologies allows each teacher to understand, through his own reality,
interests and expectations, how technologies can be useful, the effective use of technology by the student
first undergoing assimilation by the teachers.
After all, if someone introduces computers to universities without proper attention paid to teachers, the
benefit that students are going to ultimately derive from it is of low quality and usefulness. To reach
positive effects it’s fundamental to consider an intensive initial enabling of capacity, starting with the
teachers that may incentivise their students.
Key-words: Education, E-learning, Technologies.
E-Learning as a Strategy Tool of Long Distance Education
Abstract
This article conducts an approach of E-Learning as a long distance education modality in university.
E-Learning has benefited from the capacities of the new generation of Internet, developing a cooperative
learning and offering a more profound retention of knowledge due to the superior involvement of the
student in the learning process and still offers students knowledge by giving them the possibility of an
education directed towards the quality and demands of systems and contents where the management of
time is at the student’s criteria.
Key-words: E-learning, Long distance education, Internet.
Technological Evolution of Traditional Teaching
Abstract
This article has as its objective to bring out a reflexion on the nature of online education and it specific
characteristics. The reality and maturity ratio of Information and Communication Technologies are both
fundamental for the success and maturity of more evolved teaching processes.
These processes assume themselves ever more as facilitators and active agents of the diffusion of
knowledge.
Key-Words: Technological evolution, Traditional teaching, Teaching processes.
Closing Conference
Cleves Primary School – A kaleidoscope of inclusion
Mark Vaughan (UK)- Educational Change Consultancy
This is the story of a local primary school in a poor part of East London in a multi-racial community where
unemployment is high, but where inclusion of all pupils is a very ordinary everyday event. Cleves
demonstrates that inclusion is about developing a diverse and adaptable curriculum for 100% of pupils. It
has become an excellent, flagship example of inclusive practice and has inspired professionals, parents
and academics across the world. The school gets strong support from its local education authority – the
London Borough of Newham – and has been praised in many reports for the effective way it gives good,
solid, primary education to its 500+ children, 80% of whom speak English as an additional language. The
presentation is followed by a 5 minute DVD film and song made at the school.

livro de resumos

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