Importância das habilidades sociais educativas na perspectiva de professores de alunos sem ou com necessidades educacionais especiais

• Ano de defesa: 2011
• Autor(a) principal: Tucci, Carlos Henrique da Costa
• Orientador(a): Del Prette, Almir
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• País: BR
• Palavras-chave em Português: Educação especial; Inclusão escolar; Escolas particulares
• Palavras-chave em Inglês: Educative social skills; Social skills; Special educational needs; Inclusive education; Private schools
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/3080

Educative Social Skills (ESS) is an integral concept of the field of Social Skills. The ESS are defined as those intentionally aimed at promoting development and learning of the interlocutor in the formal or informal situations. A repertoire drawn from ESS allows the teacher to use teaching strategies that facilitate interaction between learners, and it carries out activities that identify the expression of emotions and appropriate models of social behaviors, besides having the opportunity to build more adaptive behaviors of students as take initiative, cooperate with colleagues, giving feedback, fight for your rights, express feelings, to deny requests, empathize and others. The objective of this research was to determine which importance is given by teachers for social skills for working with students without or with special educational needs. The study gathered 60 teachers of Primary I and II of private schools in the state of Sao Paulo who answered a protocol for characterization and a questionnaire on Educative Social Skills in which to assess your grade on a scale of one to ten, assessing the importance they attach to each of the subclasses of ESS for their performance at work with students with or without special needs. All teachers considered the Class Monitor Positively as the most important of all. When teachers were divided into two groups: one that has or has had students with special educational needs and one that did not, those students with special needs consider Classes Set boundaries and Discipline more important than those without special educational needs pupils. And in this class, the subclasses Describe/justify undesirable behaviors and Behavior changes were considered more important for these teachers. For teachers who have students with special needs, the subclasses were evaluated as less important: Arrange the physical environment, Paraphrasing, Summarizing conduct issued; Stop behavior, Request information and express agreement. Since the subclasses that these teachers were considered more important: Arrange materials; Mediate interactions; Present goals, Establish relationships between antecedent and consequent behavior; Call to preestablished norms; Commend and encourage. This research has allowed the identification of key special educational needs reported that teachers reported are the most important for working with students without or with special educational needs. The high degree of importance that teachers attributed to the special educational needs suggests that the group participating in this research is sensitive to uncertainties in educational falling pupils with special needs and importance of the ESS for their performance in everyday situations at school. The identification of this information will enable future studies broaden this analysis to correlate teacher reports with the observations of their performance in the classroom.