Inclusive and Supportive Education Congress
International
Special Education Conference
Inclusion: Celebrating Diversity?
1st - 4th August 2005. Glasgow, Scotland
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Inclusive and Supportive Education Congress 1st - 4th August 2005. Glasgow, Scotland |
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DA COSTA, M. P. R. ; LEÃO, A.M.C.; DOESCHER, A.M.L.; CABRERO, R. C.
(Program of Pós-Graduacion in Special Education)
Federal University of São Carlos.
piedade@power.ufscar.br
INTRODUCTION
The Inclusive Education is the practice of inclusion of all the pupils independently of its deficiencies in schools and suitable classrooms, in way that has the learning of the academic content for them.
An one of the main faced challenges so that it has full implementation of the Inclusive Education mentions the question of the professors who already act in the school system and of that are been prepared for this; in principle, the professor would need to find ways of pedagogical intervention or to adjust its practical until to find out the peculiar way to learn of each pupil, always respecting its individual differences.
Concerning the deficient pupils included, Beaupré (1997) shows the importance of emphasizing the pedagogical evolution of them, considering an objective essential in the inclusion to favor the academic learning of them. Morejón (2001) mentions that the Inclusive Education in a changeable society as ours, it would have to consider that the successful inclusion scholar, passes for the necessity to better know the conditions of its pupils, as well as the expectations of the involved professors in this process.
The expectation of the professor concerning to the learning of the pupils with deficiency seems to be associated to the individual characteristics of each pupil (PARIZZI, 2000). In general way, it is verified that the expectation of the professor concerning to the learning of these pupils to act on the inclusive process, therefore can imply in delimiting or maximizing the possibility of learning of them.
As Artrolli (1999) the expectations of the professors with regard to the pupils with deficiencies it is related to the difficulties, because the professors anticipatedly perceive the pupils who will have difficulties and imagine that depending on the deficiency the inclusive process he will be more complex. Moreover, the related author tells that in the context of the classroom to expect that the pupils produce, that they learn with easiness, as well as whom take care of to the expectations of the professors.
The study of Rosenthal and Jacobson (1983) called of ' pigmalion in the classroom ' detaches the influences of the perceptions of the professors in its practical professional, consequently in the academic performance of its pupils. This study it brought a valuable contribution to the education, for showing to the importance and the effect of the expectations of the professor in relation to the performance of its pupils. These authors had carried through an experiment to test the hypothesis of that in one given to classroom the children really they would present an academic performance. They had indicated that 20% of its pupils were sped up and had high QI, although these pupils had been chosen by aleatoric way. In the end of the school year the authors had proven through tests that these pupils really had gotten profits in point of QI. Through this the authors had launched some hypotheses to explain the occurrence of such results, being that the most accepted is the one that the professor transmits its positive or negative expectations its pupils, through interactions that establish with these in classroom. Thus, this professional gives more attention to the pupils considered with good academic performance and to that they don’t present academic difficulties. The authors consider that the expectations of the professor exerts great influence on the academic performance of its pupils. In case that they are positive, they increase self-esteem favoring the improvement of the performance of the pupils.
The research on methodology of teach-learning had started to consider the beliefs and the expectations of the professors as being aspects that can affect the performance and the income of the pupils. The attributions of chance of the professors for the success and the failure of academic life of its pupils influence the expectations of success and failure of its pupils, as also the academic performance of these (MARTINI and DEL PRETTE, 2002). In this perspective Gama and Jesus (1994, cited for MARTINI and DEL PRETTE, 2002) they had investigated the attributions of chance and the expectations of professors on school performance of its pupils of public schools. It was verified a displacement of the attributions for the failure of academic life of its pupils on the context of the school and the professor for the field of individual responsibility of the pupil and its family. The pupils considered for the professor as less intelligent not only generated expectations of that the final academic performance would be low, as also constantly they were disapproved.
Thus, it is perceived the influence exerted for the expectation of the professors. Therefore, evidence the necessity of larger studies of the professors of common classroom as to the academic performance of the included deaf pupils, as well as, to verify if this is suitable with the reality of these pupils.
In this perspective, the aspects of the inclusion process and academic performance of the pupils with deficiency inserted in regular education, as well as the expectation of the professor to teach to them, must concomitantly be analyzed, since the same ones are correlated in the educational process, on search of knowledge that can contribute for a better understanding about the aspects of inclusion (scholar) of these pupils, being distinguished the deaf pupil.
In this way the present project has as objective:
METHOD
Participants
On this research participated 16 teachers of basic education, of public and particular education, that acted in the regular that acted in the regular classrooms with deaf pupils. They had evaluated 32 pupils, being 16 listeners and 16 deaf.
Place
The research was realized in the city of São José dos Campos/São Paulo/Brazil in five public schools and two particular ones, during the year of 2003.
Instruments
The instruments used to select the data had been: two questionnaires, elaborated by the author of this work, being one with relative questions to formation of the professor to act with deaf pupils; and the other questionnaire was elaborated having the questionnaire S.I.F.T.E.R. (ANDERSON, 1989) as model, that has the intention to evaluate the expectation of the professor as to the academic aspect of the pupils.
Beyond the questionnaire, the academic notes of the pupils had been used on the class of the Portuguese language and mathematical, and in the particular schools the academic bulletin was used.
Procedures of Analysis of the Data
In relation to the data obtained in the instruments, they was organized in tables and graphical for posterior accomplishment of the qualitative analysis (transcription, analysis and quarrel of say of them) and quantitative analysis that was emitted in percentages.
RESULTS AND DISCUSSION
One of the aspects focused in the present study were as to the preparation of the professor for the inclusive process of the deaf pupils. It was verified that only seven (7) teachers, that is, 43.75% of the sample, had been guided as to the possibility to have included deaf pupil in classroom.
As to this aspect, it was verified that the professors have presented a deficient formation, what contributes so that they feel themselves unprepared for the inclusive process.
As to the different aspects of the deafness that the professors know, it was observed that only two (2) teachers had related to have knowledge about the deafness during the graduation, the others teachers had acquired information about deafness of others ways. it´s accentuate here that this knowledge is of common sense.
By means of the report of the participants, it is observed an unprepared to act with the deaf people.
"I do not have specific academic formation to work with deaf person"
“Minimum preparation, prepared only for the social interaction, not specific to take care of the necessity with larger depth”
Moreover, also was verified the distrust of the participants in acting with such pupils.
“I am not formed to exert such function, but I feel myself able, since that the Institution (School) gives to me the necessary informations”
" The professor should be capable of to face this type of deficiency”
In relation the expectation of the teachers as to the pupils, can be verified the relative data to this aspect by means of Figures 1 and 2.
FIGURE 1- Expectation
Legend : BA- Lower
AB- Litle lower
ME- In the average
AC- Higher
MA- Much higher
According to the expectations of the teachers, the deaf pupils were presented in the average, comparing to others students, already as to the listeners, these were above and very above of the too much pupils.
These findings contradict Pollack (1985), being that he affirmed that in the classroom there is an enormous expectation of the professors for that the performance of the deaf pupil to be it equal, or better, who of the listeners students.
As to the academic performance, it can be observed in Figure 2.
FIGURE 2 Academic performance - if has been corresponded to the expectations and efforts of the teachers
Legend : N: Never
RA: Rare
AV: To the times
FE: Frequently
SE: Always
By means of Figure 2 it can be observed that the listeners pupils, in accordance with the expectations of the teachers, had obtained a superior academic performance to the presented one by the deaf pupils.
CONCLUSION
In the study of Silva and Pereira (2003) the teachers had considered that its deaf pupils presented conditions to have a normal learning, however, that it occurs of different ways, what evidence the low expectation of the teachers in relation to learning of the deaf pupil. The present study also evidenced low expectation of the teachers as to the learning of the deaf students, if compared the expectation that presented with respect to listener pupils.
In this way, for to verify if the report of the teachers was suitable with the academic reality of the students, was chosen to compare the expectations with notes and academic production.
Thus, it was evidenced that the expectation of the teachers, as the academic performance of the pupils, coincided with the reality presented for the same ones. The academic notes gotten by the deaf pupils, in the two subjects considered in the study, were inferior to presented for the listener pupils. With respect to the academic production the difference between these students was verified also, being that the deaf students had presented more difficulties that the listeners.
These results point that the expectations of the teachers as to the academic aspect of these students showed to be compatible to the presented one for them. However, to respect of this it can be questioned if the scholar performance of the pupils did not suffer influence from the expectation of the professor, as mentions Freire (2000), the expectation of the development of the pupil has a weight determinative, because it can as imply in the development of the pupil at that moment as it will be able to influence it throughout its life.
The present study evidenced that the expectation of the professor as to the academic learning of the students can have an influence on the their learning. So, for this does not come to interfere on the academic performance them deaf pupils, it becomes necessary to prepare adequately the professors, demystifying the deficiencies, clarifying them of the possibilities of these pupils and, over all to change the way to see these students, for thus to evidence the academic potential that these pupils have. This preparation can bring subsidies to assist the inclusive process, directing it to reach it with effectiveness.
BIBLIOGRAFIC
ANDERSON, K.L. Screening Instrument for targeting educational risk(SIFTER) Litle
Rock, A.R. Educational Audiology Association Products Manager. 1989.
ARTROLLI, A.L. A integração do aluno deficiente na classe comum: a visão do professor. Dissertação (Mestrado em Educação). Programa de Pós-Graduação da Faculdade de Filosofia e Ciência. Unesp, Marilia. 1999.
BEAUPRÈ, P. O desafio da integração escolar: ênfase na aprendizagem acadêmica. In: Mantoan, M.T.E. (Org). A integração de pessoas com deficiência: contribuições para uma reflexão sobre o tema. São Paulo: Memnon, Editora Senac: 1997, p. 162-166.
FREIRE, F.A. A interação professor-aluno e suas implicações pedagógicas. Unopar Cient. Ciênc. Hum. Educ., Londrina, v. 1, n.1, p. 115-121, 2000.
MARTINI, M.L.; DEL PRETTE, Z.A.P. Atribuições de casualidade para o sucesso e o fracasso escolar dos seus alunos por professoras do ensino fundamental. Interação em psicologia. v.6, n.2, p. 149- 56, 2002.
MOREJÓN, K. A inclusão escolar em Santa Maria/R.S. na voz de alunos com deficiência mental, de seus pais e dos seus professores. Dissertação (Mestrado em Educação Especial). Programa de Pós Graduação em Educação Especial, Universidade Federal de São Carlos, São Carlos. 2001.
PARIZZI, R.A. A pratica pedagógica do professor de educação especial: aprendendo a ensinar com a diversidade. Tese de doutorado. Programa de Pós-Graduação em Educação. Universidade Federal de São Carlos, São Carlos. 2000.
POLLACK, D. Educational Audiology for the Limited Hearing Infant and Pre-Schooler. Springfield, IL. 1985.
ROSENTHAL, R.; JACOBSON, L. Profecias auto-realizadoras na sala de aula; as expectativas das professoras como determinantes não intencionais da capacidade intelectual dos alunos. In: Patto, M.H.S. (Org). Introdução à psicologia escolar . São Paulo: Queiroz, 1983, p. 258-295.
SILVA, A.B.P.; PEREIRA, M.C.C. O aluno surdo na escola regular: imagem e ação do professor. Psicologia: teoria e pesquisa. v. 19, n. 2, p. 173-176, mai/ago, 2003.
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