Perspectivas de Alunos e Professores de Práticas de Ensino Inclusivas Em Programas de Formação de Professores

SANDOVAL, Marta; VÁZQUEZ, Carmen MÁRQUEZ; SIMON, Cecilia; SANDIGO, Alma M.

doi:10.1590/1980-54702020v26e0059

Research Report • Rev. bras. educ. espec. 26 (4) • Oct-Dec 2020 • https://doi.org/10.1590/1980-54702020v26e0059 linkcopiar

Perspectivas de Alunos e Professores de Práticas de Ensino Inclusivas Em Programas de Formação de Professores

Autoria SCIMAGO INSTITUTIONS RANKINGS

Este estudo foca as percepções dos alunos e do corpo docente sobre práticas instrucionais inclusivas em programas de formação de professores em três universidades diferentes (duas na Espanha e uma nos EUA). Sintetizamos essa estrutura em quatro dimensões: (a) identificação das necessidades e pontos fortes dos alunos, (b) acessibilidade aos espaços físicos e materiais, (c) metodologias e estratégias para engajar os alunos, e (d) valorização da diversidade como um recurso. Uma metodologia mista (questionário e entrevistas) foi utilizada para coletar as informações. Participaram deste estudo 653 estudantes universitários e 35 professores das diferentes faculdades de educação. Os resultados revelam as percepções dos alunos e do corpo docente tanto em relação às práticas efetivas para salas de aula universitárias inclusivas diversas quanto às barreiras à inclusão que afetam a aprendizagem nas instituições participantes. Os resultados refletem sérias discrepâncias entre alunos e docentes.

PALAVRAS-CHAVE:
Ensino Superior; Corpo docente da universidade; Ensino universitário; Desenho universal; Inclusão

Dimensions	Description Faculty members//students perceptions	Items in Interview to Faculty	Items in Questionnaire to Students
Identification and analysis of students' needs	Strategies and actions perceived by students to know the learning needs of students// strategies.	2, 3, 6, 9	16, 17, 20, 22, 23, 24
Accessibility to physical spaces and class resources and materials	Accommodations of content and evaluation as consideration of students' learning pacing / Accommodations perceived by students.	1, 4, 7, 8	1, 2, 3, 4, 5, 6, 7, 8, 13, 15
Strategies and methodologies for student engagement	Strategies and activities to engage students in the learning/ engagement strategies perceived by students.	5, 11, 12, 13	9, 10, 11, 12, 14, 19, 21,
Diversity as a resource	Faculties actions that demonstrate diversity as an instructional and cultural resource // Possibilities it offers for participation within the class	14, 15	18, 23, 25, 26

Items	Results (%)
	Never	Rarely	Sometimes	Many Times	Always	NS/C
Knows names of students	10.6	16.1	18.4	18.7	31.7	4.4
Collects relevant information of students	21.2	18.3	16.9	16.7	19.9	7.1
Demonstrates interests in students' cultures	7.5	14.7	20.1	22.7	23.2	11.8
Demonstrates considerations of religious practices	20.6	10.7	9.4	9.4	13.0	37.0
Gives equal attention to all students	6.9	15.8	25.9	24.4	24.8	2.1
Is available and approachable	1.7	10.7	30.4	27.1	23.0	7.1

Items	Results (%)
	Never	Rarely	Sometimes	Many Times	Always	NS/C
Access to lectures	0.3	4.3	20.9	40.6	32.5	1.4
Audiovisuals are subtitled	14.3	26.4	26.1	13.8	12.7	6.7
Materials are presented in different formats	2.6	13.3	26.8	35.4	21.3	0.5
Additional materials are available online for reinforcement	1.1	7.7	28.1	40.2	22.7	0.3
Equipment is easy to use	1.1	2.8	12.3	38.2	41.1	4.6
Physical spaces are adequate	4.6	7.2	12.3	31.7	43.6	0.6
College facilities are a safe environment	0.8	4.8	16.7	34.7	42.2	0.9

Items	Results %
	Never	Rarely	Sometimes	ManyTimes	Always	NS/C
Present core concepts	15.3	24.8	20.9	19.2	18.4	1.4
Place emphasis on key concepts	1.7	15.5	30.2	23.6	28.7	0.3
Pauses during lecture	4.6	15.5	29.9	27.3	22.1	0.6
Uses heterogeneous grouping	16.0	16.0	17.3	19.0	18.3	13.5
Provides informational guides	4.9	9.0	19.8	21.3	29.9	15.0
Adjust content to diversity of students	1.7	5.7	30.7	34	27.8	0.2
Provides sufficient time during testing	1.7	4.8	17.5	37.4	33.3	5.4
Uses multiple forms of evaluation	3.1	9.5	21.5	33.0	32.4	0.3

Items	Results (%)
	Never	Rarely	Sometimes	Many Times	Always	NS/C
Uses students' personal experiences to exemplify concepts	4.9	15.0	26.7	25.9	21.8	5.7
Connects learning to students' personal experiences	2.0	13.2	30.7	26.4	25.6	2.1
Structures opportunities for mainstream and non-mainstream students to collaborate	9.7	14.9	13.3	13.3	10.3	38.5
Develops intercultural competences	2.9	10.4	25.5	29.3	26.2	5.7
Encourage self-expression	1.4	4.8	18.9	33.4	40.6	0.9

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