O processo de inclusão: a formação do professor e sua expectativa quanto ao desempenho acadêmico do aluno surdo.
Fecha
2004-11-10Autor
Leão, Andreza Marques de Castro
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The inclusive education is a practice of inclusion of all the pupils, independently of their
handicapping conditions, in common classroom, in a way that learning of the academic
content is important for them. Considering that the inclusion is a reality, and that the
conditions for its efetivation still present gaps, its is important to develop procedures that
make possible to evaluate and to describe the current process and to consider aid
mechanisms for the implementation. Amongst the multiple aspects that can be considered it
is the expectation of the teacher of regular education the academics outcomes of the deaf
pupils included in regular classrom and the preparation of these teachers to take care of to
these pupils. In this perspective this research had the following objectives: a) the analysis of
the expectation of the teacher from regular education about the academic performance of
the deaf and non deaf pupils included, in elementary education, by means of a
questionnaire; b) analysis and comparison of the expectations that the teacher presents
about the deaf pupils from the questionnaires and other instruments that had been used
(notes of the academic performance and scores of the academic production). It also was
verified to which extent the expectations of the teachers were in accordance with the
reality of its pupils; and c) analysis of the opinion of the teachers about their preparation to
take care of deaf pupils. The instruments used in the study were two questionnaires, being
one with questions about teacher s qualification to work with deaf pupils, and the other was
a direct questionnaire to know the expectation of the teacher about the academic aspects of
the pupils. Beyond these, the academic transcript grades of the pupils had been used also
for Portuguese and Mathematics, as well as the analysis of the academic production. 16
teachers had participated in the study who were working with deaf pupils who were
included in public education (state and municipal) in particular of the city of Sao Jose of the
Campos/S.P. Thirty two students were evaluated, being 16 deaf and 16 non-deaf. From the
analysis of the data it was verified that the teachers are unprepared to teach the deaf pupils,
since they are unaware of the diferent aspects that involve the deafness. It was observed
that the deaf students had presented an inferior academic performance incomparision to the
non deaf students. The same was evidenced by means of academic scores and analysis of
the academic production. Through these results, it can be evidenced that the expectations of
the teachers are in accordance with the reality presented by the pupils. However, it can be
questioned if teacher s expectations can be related to student s inferior performance
compared to non deaf students.