Concepções de deficiência e atitudes sociais de crianças e adolescentes sem deficiência pertencentes a contextos sociais diferentes
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Data
2019-03-11
Autores
Souza, Maewa Martina Gomes da Silva e [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese se dedica à compreensão das concepções de crianças e adolescentes sem deficiência sobre quatro categorias tradicionalmente consideradas como deficiência física, deficiência visual, deficiência auditiva e deficiência intelectual, bem como compreender suas atitudes sociais em relação à inclusão. Os quinhentos participantes são provenientes de escolas públicas inseridas em diferentes contextos, especificamente advindas de escolas das cinco regiões do país, sendo: Norte, Nordeste, Centro-Oeste, Sudeste e Sul. A coleta de dados se deu por intermédio de dois instrumentos: um questionário e a Escala Infantil de Atitudes Sociais em relação à Inclusão. Os dados foram analisados de forma quantitativa e qualitativa, sendo que, após a atribuição de categorias às respostas provenientes do questionário, foram realizadas comparações entre a frequência das categorias das respostas encontradas por intermédio da prova de Qui-quadrado. Os resultados obtidos com esse instrumento sugerem que os participantes apresentam conceitos distintos de acordo com as diferentes categorias de deficiência. Eles revelam conceitos mais apropriados da deficiência auditiva, em primeiro lugar; em segundo lugar, da deficiência visual; em terceiro lugar, da deficiência física e, por último, da deficiência intelectual. Além disso, os participantes mostraram dificuldades com relação às causas e implicações das deficiências, em todas as categorias, relacionando a três tipos de possibilidades: algum problema durante a gestação ou nascimento, algum tipo de acidente que provocasse uma lesão e algum tipo de doença contraída após o nascimento a aceitação do convívio em sala de aula com alunos com deficiência. Os participantes também informaram que eles estariam dispostos a aceitar colegas com deficiência em sala de aula sendo que, das categorias de deficiências estudadas, a mais bem aceita é a deficiência física, em segundo lugar a deficiência visual, em terceiro lugar a deficiência auditiva e em último lugar a deficiência intelectual. Com relação à escala infantil, foram calculados os escores, ressaltando-se que os pontos variavam entre 1, 2 ou 3. Após, foram efetuadas comparações dos escores dos grupos de participantes adotando o teste de Kruskal-Wallis para cotejar as várias amostras independentes, e o teste de Wilcoxon, visando às possíveis comparações dois a dois de pequenos grupos de participantes. Com essa análise, foi possível observar que houve diferença estatisticamente significante entre os grupos de quatro regiões: Norte, Centro-Oeste, Sudeste e Sul. Contudo, não foi encontrado resultado estatisticamente significante na região Nordeste. No geral, não foi possível apontar se há uma relação direta entre as concepções e as atitudes sociais, embora tenha evidenciado dados que sugerem uma possível relação. Conclui-se que a aceitação das crianças com deficiências por seus colegas e o desenvolvimento de relações positivas entre eles – a partir da mediação do professor – são considerados aspectos essenciais para o sucesso do processo de inclusão escolar.
This thesis is dedicated to understanding the conceptions of children and adolescents without disabilities in four categories traditionally considered as physical disability, visual impairment, hearing impairment and intellectual disability, as well as understanding their social attitudes towards inclusion. The five hundred participants come from public schools inserted in different contexts, specifically from schools in the five regions of the country: North, Northeast, Midwest, Southeast and South. The data collection was done through two instruments: a questionnaire and the Child Scale of Social Attitudes toward Inclusion. The data were analyzed in a quantitative and qualitative way, and after the assignment of categories to the answers from the questionnaire, comparisons were made between the frequency of the categories of the answers found through the Chi-square test. The results obtained with this instrument suggest that the participants present different concepts according to the different categories of disability. They reveal more appropriate concepts of hearing impairment in the first place; secondly, of visual impairment; thirdly, of physical disability and, lastly, of intellectual disability. In addition, the participants showed difficulties with the causes and implications of the disabilities, in all categories, relating to three types of possibilities: some problem during pregnancy or birth, some type of accident that caused an injury and some type of contracted disease after birth the acceptance of classroom living with students with disabilities. Participants also reported that they would be willing to accept colleagues with disabilities in the classroom being that of the categories of deficiencies studied, the most well accepted first is the physical disability, second the visual disability, the third the disability auditory impairment and, lastly, intellectual disability. In relation to the children's scale, the scores were calculated, emphasizing that the points varied between 1, 2 or 3. Afterwards, comparisons of the scores of the groups of participants were made, adopting the Kruskal-Wallis test to compare the various independent samples, and the Wilcoxon test, aiming at possible two-to-two comparisons of small groups of participants. With this analysis, it was possible to observe that there was a statistically significant difference between the groups of four regions: North, Center- West, Southeast and South. However, no statistically significant result was found in the Northeast region. In general, it was not possible to indicate if there is a direct relation between conceptions and social attitudes, although it has evidenced data that suggest a possible relation. It is concluded that the acceptance of children with disabilities by their colleagues and the development of positive relationships between them - through teacher mediation - are considered essential aspects for the success of the school inclusion process.
This thesis is dedicated to understanding the conceptions of children and adolescents without disabilities in four categories traditionally considered as physical disability, visual impairment, hearing impairment and intellectual disability, as well as understanding their social attitudes towards inclusion. The five hundred participants come from public schools inserted in different contexts, specifically from schools in the five regions of the country: North, Northeast, Midwest, Southeast and South. The data collection was done through two instruments: a questionnaire and the Child Scale of Social Attitudes toward Inclusion. The data were analyzed in a quantitative and qualitative way, and after the assignment of categories to the answers from the questionnaire, comparisons were made between the frequency of the categories of the answers found through the Chi-square test. The results obtained with this instrument suggest that the participants present different concepts according to the different categories of disability. They reveal more appropriate concepts of hearing impairment in the first place; secondly, of visual impairment; thirdly, of physical disability and, lastly, of intellectual disability. In addition, the participants showed difficulties with the causes and implications of the disabilities, in all categories, relating to three types of possibilities: some problem during pregnancy or birth, some type of accident that caused an injury and some type of contracted disease after birth the acceptance of classroom living with students with disabilities. Participants also reported that they would be willing to accept colleagues with disabilities in the classroom being that of the categories of deficiencies studied, the most well accepted first is the physical disability, second the visual disability, the third the disability auditory impairment and, lastly, intellectual disability. In relation to the children's scale, the scores were calculated, emphasizing that the points varied between 1, 2 or 3. Afterwards, comparisons of the scores of the groups of participants were made, adopting the Kruskal-Wallis test to compare the various independent samples, and the Wilcoxon test, aiming at possible two-to-two comparisons of small groups of participants. With this analysis, it was possible to observe that there was a statistically significant difference between the groups of four regions: North, Center- West, Southeast and South. However, no statistically significant result was found in the Northeast region. In general, it was not possible to indicate if there is a direct relation between conceptions and social attitudes, although it has evidenced data that suggest a possible relation. It is concluded that the acceptance of children with disabilities by their colleagues and the development of positive relationships between them - through teacher mediation - are considered essential aspects for the success of the school inclusion process.
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Palavras-chave
Educação especial, Integração social, Inclusão educacional, Concepção de deficiências, Atitudes sociais, Special education, Social inclusion, Educational inclusion, Conception of disabilities, Social attitudes