Abstract
O objetivo do estudo foi determinar e analisar as percepções dos professores que lecionam Educação Física (EF) a alunos com deficiência nas classes inclusivas de EF e como melhorar essa inclusão ao colaborar com o fisioterapeuta. A informação foi obtida através de um questionário administrado a 56 professores, que foi completado com entrevistas com nove deles e quatro fisioterapeutas. Os resultados mostram a preocupação e a incerteza dos professores sobre como servir os alunos com deficiência, a fim de oferecer uma educação de qualidade inclusiva e treinamento de demanda e suporte específico em suas aulas. Professores consideram necessário receber apoio de profissionais, como o fisioterapeuta, para que possam ajudar os alunos com deficiência motora. Sugerimos continuar a examinar as barreiras de ambos os profissionais, suas concepções de professores de EF e o papel do fisioterapeuta, bem como a sua vontade de colaborar entre si.
Highlights
Four decades have gone by since the Warnock Report (1978) recommended students with disability attend and be integrated into the regular educational system
The interviews identified what the said needs were concerning possible collaboration, which could be based on the characteristics of the teachers and the physiotherapists. This allowed for an in-depth analysis; it provided comprehension and solidity to the data to understand the Physical Education (PE) teachers’ reality, which was extracted from the combination of information extracted from the questionnaire and interviews
For the teachers who participated in this study, the inclusion in PE classes of students with and without disabilities is necessary because of the social skills they learn
Summary
Four decades have gone by since the Warnock Report (1978) recommended students with disability attend and be integrated into the regular educational system. Following these recommendations, the Declarations of Salamanca (UNESCO, 1994) advanced towards educational inclusion. Many studies have concluded that teachers should receive adequate initial training, which would improve their attitudes towards students with disabilities (CAMBRIDGE-JOHNSON; HUNTER-JOHNSON; NEWTON, 2014). In this sense investigations (AZEVEDO; DE FREITAS, 2016; ROSE; O’NEILL, 2009) have stated that improvement in specific teacher training leads to full participation in this collaborative process of all persons in direct contact with the students. Research in Physical Education (PE) (MAHER; MACBETH, 2014) report that the professionals in charge of facilitating the inclusion of students with special educational needs are not properly trained to promote inclusion
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