Atitudes de professores frrente à inclusão educacional : o impacto do suporte e dos valores organizacionais

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This research aimed to identify the relationship among organizational support and values and the attitudes of teachers facing the educational inclusion. The participants have filled in three instruments: The Scale of Organizational Values, the Scale of Social Support and a questionnaire about teachers attitudes towards educational inclusion. The sample was composed of 149 teachers from schools of three different levels Preschool (grades 1st to 4th); Elementary School (grades 5th to 8th); and Special Education. The results showed that: a) the teachers of Elementary School (grades 1st to 5th) have the greatest perception of organizational support in relation to inclusion; the teachers from Elementary School (grades 5th to 8th) noticed very little organizational support and the ones from Special Education noticed it even less; b) the organizational values more perceived by the teachers and equal to all the kinds of schools were conformity and accomplishment; c) the teachers consider themselves to have a positive attitude towards the educational inclusion; d) the organizational value of welfare was the best predictor of the teachers attitudes facing the educational inclusion. . The results support the suggestion that further research should be developed with a systemic view, aiming a better knowledge or understanding of the process of educational inclusion, but now attributing not only to the teacher the responsibility for the constraints and difficulties of establishment of the inclusive school.

ASSUNTO(S)

valores organizacionais inclusão educacional attitudes organizational values psicologia do trabalho e organizacional atitudes organizational support and educational inclusion professores atitude (psicologia); educação inclusiva; escolas organização e administração suporte organizacional

ACESSO AO ARTIGO

Documentos Relacionados