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      Percepções dos educadores sobre a inclusão na educação pré-escolar: o papel da experiência e das habilitações Translated title: Preschool teachers’ perceptions about inclusion in preschool education: the role of experience and qualifications Translated title: Las percepciones de los educadores hacia la inclusión en la educación preescolar: el rol de la experiencia y de las calificaciones

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          Abstract

          Resumo Em Portugal, a extensão dos serviços de educação especial à educação pré-escolar é relativamente recente. São também escassos os estudos que avaliam as percepções dos educadores de infância sobre as práticas inclusivas. Neste trabalho, pretendemos avaliar as percepções dos educadores de infância sobre a inclusão. Recorreu-se a uma amostra de 118 educadores de infância portugueses, a quem foi administrado o Inventário de Inclusão. Os resultados indicam que a implementação de práticas inclusivas está relacionada com a percepção de apoio e utilização anterior de práticas inclusivas. Educadores mais novos, com menos experiência letiva e com menos experiência na aplicação de práticas inclusivas possuem mais crenças sobre a inclusão. Educadores mais velhos e que trabalham mais tempo com crianças com necessidades educativas especiais percebem como melhores os efeitos da inclusão. Esses resultados são discutidos à luz da literatura existente, apresentando-se também implicações para a prática educativa e para a investigação.

          Translated abstract

          Abstract In Portugal, special education services were recently extended to preschool education. The studies that evaluate the perceptions of the preschool teachers about inclusive practices are also few. In this study we aim to evaluate the perceptions of preschool teachers about inclusion. A sample of 118 Portuguese preschool teachers was used. The Inclusion Inventory was administrated. The results indicate that the implementation of inclusive practices is related to perceived support and previous use of inclusive practices. Younger teachers, with less teaching experience and less time implementing inclusive practices have more beliefs about inclusion. Older professionals and teachers who spend more time working with children with special needs perceive better effects of inclusion in children. These results are discussed considering the existing literature, and implications for educational practice and research are presented.

          Translated abstract

          Resumen En Portugal, la extensión de los servicios de educación especial a la educación preescolar es relativamente reciente. También son pocos los estudios que evalúan las percepciones de los maestros de la educación preescolar en las prácticas inclusivas. En este trabajo nos proponemos evaluar las percepciones de los maestros de la educación preescolar acerca de la inclusión. Se utilizó una muestra de 118 educadores portugueses, los cuales respondieran al inventario de inclusión. Los resultados indican que las prácticas inclusivas están relacionadas con la percepción de apoyo y el uso previo de las prácticas inclusivas. Los educadores más jóvenes, con menos experiencia de trabajo y menos experiencia lectiva en la aplicación de prácticas inclusivas, tienen más creencias acerca de la inclusión. Educadores con más edad y con más tiempo de servicio con niños con necesidades educativas especiales perciben mejores efectos de su inclusión. Estos resultados se discuten a la luz de la literatura existente, presentando también implicaciones para la práctica educativa y la investigación.

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          Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature

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            The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

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              Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities

              Objective Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools. Method Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively. Results Four teacher attributes—age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities. Conclusion The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.
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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Journal
                ensaio
                Ensaio: Avaliação e Políticas Públicas em Educação
                Ensaio: aval.pol.públ.Educ.
                Fundação CESGRANRIO (Rio de Janeiro, RJ, Brazil )
                0104-4036
                1809-4465
                March 2018
                : 26
                : 98
                : 91-111
                Affiliations
                [1] Braga orgnameUniversidade Católica Portuguesa Portugal
                [2] Braga orgnameUniversidade do Minho Portugal
                Article
                S0104-40362018000100091
                10.1590/s0104-40362018002600962
                b9586dd4-693c-407b-a777-c2eccabf9853

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 11 August 2017
                : 01 April 2016
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 47, Pages: 21
                Product

                SciELO Brazil


                Inclusão,Pré-escolar,Percepções,Educadores de infância,Inclusion,Preschool,Perceptions,Preschool teachers,Inclusión,Educación preescolar,Percepciones,Maestros de educación preescolar

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