A importância da superação de barreiras entre família e escola para a construção de um trabalho colaborativo em prol da inclusão escolar do filho e aluno com altas habilidades/superdotação

A. J. D. Rech, S. Freitas
{"title":"A importância da superação de barreiras entre família e escola para a construção de um trabalho colaborativo em prol da inclusão escolar do filho e aluno com altas habilidades/superdotação","authors":"A. J. D. Rech, S. Freitas","doi":"10.5902/1984686X55329","DOIUrl":null,"url":null,"abstract":"The School inclusion of the gifted and talented students (G/T) has been a challenge for some teachers. This fact lies on the lack of knowledge about the theme of G/T, which may occur due to the wrong conceptions socially widespread, adding to that an incipient initial education in relation to G/T students. Accordingly, it is necessary to create support networks so that school inclusion of G/T students becomes effective. In this sense, the family could be a support network and set up a partnership with the school. This paper sought understand this articulation between family and school, verifying the barriers that hinder this partnership, in addition to visualizing possible influences of the family in the process of school inclusion of the child/student with the G/T. Regarding the method, the study case within the qualitative approach was chosen. The instruments of data collection selected were: Checklist of Shared Routine and Engagement between Family-school, Version for Teachers, and Checklist of Shared Routine and Engagement between Family-school, Version for Parents (mother, father, or guardian), both validated by Dessen and Polonia (2011). This study included 12 families with children identified as G/T and 11 teachers. The final considerations point to a relation between family and school that is still incipient, due to the fact that some barriers/constraints were identified, having prevailed an accusative relationship, which may be hindering the construction of a partnership relation. There were specific cases in which there was conjunction between both institutions, and that result in greater influence/participation of the family in the school life of the G/T child.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Educacao Especial","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5902/1984686X55329","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

Abstract

The School inclusion of the gifted and talented students (G/T) has been a challenge for some teachers. This fact lies on the lack of knowledge about the theme of G/T, which may occur due to the wrong conceptions socially widespread, adding to that an incipient initial education in relation to G/T students. Accordingly, it is necessary to create support networks so that school inclusion of G/T students becomes effective. In this sense, the family could be a support network and set up a partnership with the school. This paper sought understand this articulation between family and school, verifying the barriers that hinder this partnership, in addition to visualizing possible influences of the family in the process of school inclusion of the child/student with the G/T. Regarding the method, the study case within the qualitative approach was chosen. The instruments of data collection selected were: Checklist of Shared Routine and Engagement between Family-school, Version for Teachers, and Checklist of Shared Routine and Engagement between Family-school, Version for Parents (mother, father, or guardian), both validated by Dessen and Polonia (2011). This study included 12 families with children identified as G/T and 11 teachers. The final considerations point to a relation between family and school that is still incipient, due to the fact that some barriers/constraints were identified, having prevailed an accusative relationship, which may be hindering the construction of a partnership relation. There were specific cases in which there was conjunction between both institutions, and that result in greater influence/participation of the family in the school life of the G/T child.
克服家庭和学校之间的障碍对于构建有利于学校接纳儿童和高能力/高天赋学生的合作工作的重要性
对于一些教师来说,学校接纳有天赋和才华的学生(G/T)一直是一个挑战。这一事实是由于缺乏对G/T主题的了解,这可能是由于社会上普遍存在的错误观念造成的,这增加了与G/T学生相关的初级教育。因此,有必要建立支持网络,使G/T学生在学校的融入变得有效。从这个意义上说,这个家庭可以成为一个支持网络,并与学校建立伙伴关系。本文试图理解家庭和学校之间的这种联系,验证阻碍这种伙伴关系的障碍,并可视化家庭在儿童/学生融入学校的过程中可能产生的影响。关于方法,选择了定性方法中的研究案例。所选择的数据收集工具是:Dessen和Polonia(2011)验证的《家庭-学校之间的共同常规和参与检查表》(教师版)和《家庭-大学之间的共同例程和参与检查清单》(父母(母亲、父亲或监护人)版)。这项研究包括12个有孩子的家庭和11名教师。最后的考虑是,家庭和学校之间的关系仍然处于初级阶段,因为已经确定了一些障碍/制约因素,而宾格关系已经占主导地位,这可能会阻碍伙伴关系的构建。在某些特定情况下,这两个机构之间存在联系,这导致家庭对G/T儿童的学校生活产生更大的影响/参与。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
29
审稿时长
10 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信