CAPACITAÇÃO DE PROFESSORES NO ENSINO SUPERIOR
PREPARAÇÃO PARA APOIAR ESTUDANTES COM NECESSIDADES ESPECIAIS
DOI:
https://doi.org/10.18316/rcd.v17i45.12469Palavras-chave:
educação inclusiva, formação de professores, instituições de ensino superior, garantia da acessibilidade da educação, estudantes do ensino superior, necessidades educativas especiaisResumo
A preparação dos professores para trabalhar com esta categoria de estudantes é uma condição prévia para a integração efectiva dos estudantes do ensino superior com necessidades especiais no processo educativo e para o seu desenvolvimento profissional. O artigo dedica-se a estudar o problema da educação inclusiva no ensino superior, nomeadamente a preparação dos professores para trabalharem com alunos com necessidades especiais. O estudo recorreu a questionários, à comparação dos níveis de formação dos professores num ambiente de aprendizagem inclusivo antes e depois da formação de professores para trabalharem com alunos com necessidades especiais e ao cálculo estatístico dos resultados. Foi desenvolvido um modelo pedagógico de formação de professores para trabalhar com alunos com necessidades especiais, que consiste em cinco blocos de formação de professores: teórico, prático geral, prático e tecnológico, psicológico e social, monitorização e análise. O resultado da aplicação do modelo proposto é a aquisição, por parte dos professores, de competências no desenvolvimento e implementação de ambientes educativos inclusivos e a preparação para trabalhar com alunos com necessidades especiais. Os níveis básico, suficiente e avançado definem a preparação dos professores para trabalhar com alunos com necessidades especiais. De acordo com o critério de Pearson, foi efectuada uma avaliação estatística da preparação dos professores utilizando quatro critérios: teórico e de conteúdo, prático e tecnológico, psicológico e social, e de desempenho e analítico. A comparação dos indicadores antes e depois da implementação do modelo delineado revelou um aumento da preparação dos professores para trabalhar com alunos com necessidades especiais em cada critério. A formação de professores para trabalharem com alunos com necessidades especiais deve basear-se numa abordagem integrada que inclua conhecimentos teóricos sobre a formação de ambientes inclusivos, aspectos práticos da formação, incluindo meios metodológicos, didácticos, técnicos e tecnológicos, formação psicológica e desenvolvimento de competências analíticas dos professores para formarem percursos educativos personalizados de alunos do ensino superior.
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Copyright (c) 2025 Nataliia Savinova, Mariia Berehova, Olena Mamicheva, Liudmyla Potenko, Olena Pozdnіakova
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