O processo de inclusão: a formação do professor e sua expectativa quanto ao desempenho acadêmico do aluno surdo.

• Ano de defesa: 2004
• Autor(a) principal: Leão, Andreza Marques de Castro
• Orientador(a): Costa, Maria da Piedade Resende da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• País: BR
• Palavras-chave em Português: Deficientes auditivos; Inclusão de deficientes; Professores - formação - expectativa
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/3020

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.