https://orcid.org/0000-0003-1339-1664
https://orcid.org/0000-0003-1339-1664
Número del Artículo
Vol. 7 Núm. 2 (2024)
ISSN: 2605-5295
Publicado: 2024-12-01
Introdução: Para a implementação da educação inclusiva, é fundamental a disponibilidade dos professores em efetuar adaptações pessoais, organizacionais e académicas nas suas salas de aulas, disponibilidade essa que é influenciada pelas suas atitudes face à educação inclusiva. Não existem ainda muitos estudos quantitativos acerca das atitudes dos professores portugueses perante a educação inclusiva. O objetivo deste estudo é o de analisar as atitudes dos professores portugueses em relação à educação inclusiva, bem como o efeito de características demográficas e profissionais sobre essas mesmas atitudes. Metodologia: Foi proposto um estudo quantitativo, com um desenho não experimental, descritivo e correlacional, com recurso à aplicação de um questionário demográfico e da escala MATIES ( Multidimensional Attitudes toward Inclusive Education Scale ). A amostra foi formada por 437 professores do ensino básico e secundário de Portugal. Resultados: Os resultados mostram que os professores têm uma atitude geral positiva em relação à educação inclusiva. Não foi identificada influência das variáveis de género, idade ou tipo de professor na atitude dos professores perante a educação inclusiva. Discussão: Os professores da amostra demonstram um bom nível de confiança na sua capacidade para trabalhar no âmbito da educação, mas relatam carência de formação específica nesta área. São discutidas as implicações destas evidências no campo teórico e prático, bem como as limitações do uso de escalas de avaliação de atitudes para a educação inclusiva.
Ahmmed, M., Sharma, U., & Deppeler, J (2014). Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh. Disability & Society, 29(2), 317-331. https://doi.org/10.1080/09687599.2013.796878
Ahsan, M., Sharma, U., & Deppeler, J. (2012). Exploring Pre-Service Teachers' Perceived Teaching-Efficacy, Attitudes and Concerns About Inclusive Education in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20.
Alquraini, T.A. (2012). Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi. Journal of Research in Special Educational Needs, 12, 170-182. https://doi.org/10.1111/j.1471-3802.2012.01248.x
Barnová, S., Kožuchová, M., & Krásna, S. (2022). Teacher’s professional attitudes towards inclusive education. Emerging Science Journal, 6, 13-24. https://doi.org/10.28991/ESJ-2022-SIED-02
Bhatnagar, N., & Das, A. (2014). Attitudes of Secondary School Teachers towards Inclusive Education in New Delhi, India. Journal of Research in Special Educational Needs, 14, 255-263. https://doi.org/10.1111/1471-3802.12016
de Boer, A., Pijl, S. & Minnaert, A. (2011). Regular primary schoolteachers' attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15, 331-353. https://doi.org/10.1080/13603110903030089
Boyle, C. (2014). Teachers’ Attitudes Towards Inclusion Scale Adjusted (TAISA). APA PsycTests. https://doi.org/10.1037/t36360-000
Boyle, Ch., Topping, K., & Jindal-Snape, D. (2013). Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching, 19 (5), 527-542. https://doi.org/10.1080/13540602.2013.827361
Chhabra, S., Srivastava, R., & Srivastava, I. (2010). Inclusive Education in Botswana: The Perceptions of School Teachers. Journal of Disability Policy Studies, 20(4), 219–228. https://doi.org/10.1177/1044207309344690
Chiner, E., & Cardona, M. (2013). Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? International Journal of Inclusive Education, 17(5), 526-541. https://doi.org/10.1080/13603116.2012.689864
Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). Handbook of qualitative research. Sage Publications, Inc.
Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review, 34(4), 2609–2660. https://doi.org/10.1007/s10648-022-09695-0
Engelbrecht, P., Savolainen, H., Nel, M., & Malinen, O. (2013) How cultural histories shape South African and Finnish teachers’ attitudes towards inclusive education: a comparative analysis, European Journal of Special Needs Education, 28(3), 305-318. https://doi.org/10.1080/08856257.2013.777529
European Agency for Development in Special Needs Education (EADSNE) (2003). Key principles for special needs education. Recommendations for policy makers. Odense. https://www.european-agency.org/sites/default/files/key-principles-in-special-needs-education_keyp-en.pdf
European Agency for Development in Special Needs Education (EADSNE). (2012). Special-needs education country data. Odense. https://www.european-agency.org/sites/default/files/sne-country-data-2012_SNE-Country-Data2012.pdf
Ewing, D., Monsen, J., & Kielblock, S. (2018) Teachers’ attitudes towards inclusive education: a critical review of published questionnaires, Educational Psychology in Practice, 34(2), 150-165. https://doi.org/10.1080/02667363.2017.1417822
Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education, 55(3), 251–264. https://doi.org/10.1080/10349120802268396
Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion. Exceptionality Education International, 21(3), 50-65. https://doi.org/10.5206/eei.v21i3.7682
Gaines, T., & Barnes, M. (2017). Perceptions and attitudes about inclusion: Findings across all grade levels and years of teaching experience. Cogent Education, 4(1), 1313561. http://dx.doi.org/10.1080/2331186X.2017.1313561
Gibb, K., Tunbridge, D., Chua, A., & Frederickson, N. (2007). Pathways to inclusion: Moving from special school to mainstream. Educational Psychology in Practice, 23(2), 109–127. https://doi.org/10.1080/02667360701320770
Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43. https://doi.org/10.1007/s10648-010-9141-8
Mahat, M. (2008). The Development of a Psychometrically-Sound Instrument to Measure Teachers' Multidimensional Attitudes toward Inclusive Education. International Journal of Special Education, 23(1), 82-92.
Odo, V. O., Onah, E. N., Ujoatuonu, I. V., Okafor, A. E., Chukwu, A. N., Nwufo, J. I., Karatu, B. A., & Mefoh, P. C. (2021). Attitude of Primary School Teachers Towards Inclusive Education in Nigeria: Contributions of Personality and Work Experience. International Journal of Special Education, 36(1), 5–12. https://doi.org/10.52291/ijse.2021.36.1
OECD (2018). Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework. OECD Education Working Papers, 187. OECD Publishing, Paris. https://doi.org/10.1787/799337c2-en.
OECD (2022). Review of Inclusive Education in Portugal. Reviews of National Policies for Education, OECD Publishing, Paris. https://doi.org/10.1787/a9c95902-en.
Presidência do Conselho de Ministros (2018). Decreto-Lei n.º 54/2018, de 6 de julho, estabelece o regime jurídico da educação inclusiva. Diário da República n.º 129/2018, Série I, 2918 – 2928.
https://diariodarepublica.pt/dr/detalhe/decreto-lei/54-2018-115652961
Polyzopoulou, K., & Tsakiridou, H. (2023). Attitudes of Greek general education teachers concerning inclusion policy. European Journal of Education Studies, 10(6), 312-332. http://dx.doi.org/10.46827/ejes.v10i6.4850
Ross-Hill, R. (2009). Teacher Attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188-198. https://psycnet.apa.org/doi/10.1111/j.1471-3802.2009.01135.x
Saloviita, T. (2015). Measuring pre-service teachers’ attitudes towards inclusive education: Psychometric properties of the TAIS scale. Teaching and Teacher Education, 52, 66–72. https://doi.org/10.1016/j.tate.2015.09.003
Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis. Exceptional Children, 63(1), 59–74. https://doi.org/10.1177/001440299606300106
Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre‐service teachers' attitudes, concerns and sentiments about inclusive education: An international comparison of the novice pre‐service teacher. International Journal of Special Education, 21(2), 80–93.
Srivastava, M., de Boer, A., &Jan Pijl, S. (2017). Preparing for the inclusive classroom: changing teachers’ attitudes and knowledge. Teacher Development, 21(4), 561-579. https://doi.org/10.1080/13664530.2017.1279681
Štemberger, T. & Kiswarday, V. (2018). Attitude towards inclusive education: the perspective of Slovenian preschool and primary school teachers. European Journal of Special Needs Education, 33(1), 47-58.
https://doi.org/10.1080/08856257.2017.1297573Silva, R. (2019). Validação da Versão Portuguesa da Multidimensional Attitudes Toward Inclusive Education Scale em Estudantes-Estagiários de Educação Física. Dissertação de Mestrado em Atividade Física Adaptada apresentada à Faculdade de Desporto da Universidade do Porto. https://hdl.handle.net/10216/125020
UNESCO (1994). The Salamanca statement and framework for action on special needs education. Salamanca: World Conference on Special Needs Education: Access and Quality. https://unesdoc.unesco.org/ark:/48223/pf0000098427.locale=en
2025-04-15
Actualización de la versión de la plataforma
English
Português
