INCLUSÃO ESCOLAR DO PORTADOR DE PARALISIA CEREBRAL: ATITUDES DE PROFESSORES DO ENSINO FUNDAMENTAL
INCLUSION OF INDIVIDUALS WITH CEREBRAL PALSY IN SCHOOL: ELEMENTARY SCHOOL TEACHERS’ ATTITUDES
Altemir José Gonçalves BARBOSA
ABSTRACT: Attitudes toward people with special needs represent one of the most important factors for the success of inclusive schooling. To evaluate teachers’ attitudes toward the inclusion of individuals with cerebral palsy (ICP) in regular schools, a questionnaire with an attitude scale was applied to 68 elementary public schools teachers. Disagreement regarding school inclusion of ICPs was shown. A factor analysis led to identification of six factors that can explain such attitudes: how to teach ICPs in the regular classroom; teachers’ feelings and emotions in the presence of ICPs; previous contact with the ICPs; the most adequate type of education for the ICPs; school achievement of classmates of an ICP; and prejudice in the classroom. Dissonance among affective, cognitive e denotative dimensions of the teachers’ attitudes was noted; both disagreement and dissonance shown through this study may represent barriers to the inclusion of the ICPs in school.
KEYWORDS: inclusion; cerebral palsy; attitudes; teachers.
 Psicóloga pela Universidade Braz Cubas (Mogi das Cruzes - SP), Mestre em Psicologia Escolar (PUC-Campinas), Doutoranda em Psicologia como Profissão e Ciência (PUC-Campinas), docente da Universidade Braz Cubas. End.: Rua Particular, 25 – Bairro: Brás Cubas, Mogi das Cruzes/SP – CEP: 08740-260. E-mail: firstname.lastname@example.org
 Mestre em Psicologia Escolar (PUC-Campinas), Doutor em Psicologia como Profissão e Ciência (PUC-Campinas), Professor e supervisor de estágio em Psicologia Escolar (USJT/UBC), Coordenador de Núcleos de Pesquisa da USJT.Universidade São Judas Tadeu. Rua Doutor Andrade, 12 – Penha, São Paulo/SP - CEP: 03733-190. E-mail: email@example.com
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