Relación docente-estudiante y compromiso escolar: percepción de estudiantes secundarios con necesidades educativas especiales / Teacher-student relationship and student engagement: perceptions of secondary students with special educational needs / Relação professor-aluno e compromisso escolar: percepção de jovens com necessidades educacionais especiais

Resumen (analítico) Investigaciones previas sostienen que la relación docente-estudiante es un factor relevante para el compromiso escolar y rendimiento académico. Sin embargo, su impacto ha sido poco explorado en estudiantes con necesidades educativas especiales. Este estudio examina la influencia de la relación docente-estudiante en el compromiso escolar según la percepción de estudiantes de primer año medio con necesidades educativas especiales de una Región de Chile. Se realizó un estudio cualitativo, de tipo fenomenológico y de alcance descriptivo-analítico. Se desarrollaron diez entrevistas en profundidad a estudiantes con necesidades educativas especiales, las que se analizaron mediante el método de comparación constante de la teoría fundamentada. Los resultados revelan el rol clave de los/as docentes en el compromiso escolar a través de la satisfacción de las necesidades de vinculación y competencia de sus estudiantes, pero no de su autonomía.

Abstract (analytical) The results of existing research studies show that the teacher-student relationship is a relevant factor that affects academic engagement and school performance. However, there is limited evidence of its impact on students with special educational needs. This study examines the influence of the teacher-student relationship on school engagement based on the perceptions of students with special educational needs in their first year of high school education in Chile. The study used a qualitative, phenomenological, and descriptive-analytical design. A total of ten indepth interviews were conducted with students with special educational needs. The data was analysed using the methodological guidelines of grounded theory. The results highlight the key role of teachers in academic engagement by satisfying students' psychological needs in the areas of connection and competence, but not satisfying students' need for autonomy.

Resumo (analítico) Pesquisas anteriores afirmam que a relação professor-aluno é um fator relevante para o engajamento e desempenho acadêmico. No entanto, seu impacto tem sido pouco explorado em alunos com necessidades educacionais especiais. Este estudo examina a influência da relação professor-aluno no compromisso escolar segundo a percepção dos alunos com alunos com necessidades educacionais especiais do primeiro ano do ensino médio, da Chile. O desenho foi qualitativo, fenomenológico, descritivo-analítico em escopo. Foram realizadas 10 entrevistas em profundidade com alunos com necessidades educacionais especiais. Os dados foram analisados segundo as diretrizes metodológicas da teoria fundamentada nos dados. Os resultados apontam para o papel fundamental do professor no comprometimento escolar, por meio da satisfação das necessidades de vinculação e competência de seus alunos, mas não de sua autonomia.

The Association of Parent Education and Family Monthly Income on Intelligence Quotient (IQ) among Students with Special Needs in Kelantan, Malaysia / Jurnal Sains Kesihatan Malaysia

This paper investigate the effect of parents’ education background and family monthly income on the Intelligence Quotient (IQ) of students with special needs in Kelantan, Malaysia. This cross-sectional method study was employed multistage random sampling to obtain information drawn from 130 participants from 10 selected school in Kelantan, Malaysia. Questionnaire was used to obtain parents’ education background, family monthly income and demographic variables. Students IQ were assessed using Comprehensive Test for Non-Verbal Intelligence (CTONI 2nd Edition). Data analysis involve independent sample t-test, one-way between group ANOVA, Pearson’s correlation and multiple linear regression. From analysis of IQ score, 63.8% of the special needs students scored very poor IQ, 12.3% scored below average and only 1.5% score average IQ. Significant mean difference were revealed between age group (p = 0.002), parents’ education (p = 0.018) and family monthly income (p < 0.05) on special needs students IQ. Post-hoc tukey shows significance between parents who never went to school, went to secondary school (p = 0.037) and university/college (p = 0.021). In term of family monthly income, significance difference were found between family with low and high monthly income (p < 0.05). Family monthly income (r = 0.393, p < 0.01) showed positive moderate correlation on special needs students IQ. After being forwarded by multiple linear regression, it was found that family monthly income (B = 3.605, p < 0.05) and age group of special needs students (B = 0.879, p = 0.002) were significant predictor for IQ score and explained 22.5% of the variance (R2 = 0.225, F (5,124) = 83.94, p < 0.05. Overally, majority of special needs students in current study have very poor IQ score. Further explanation are discussed on the paper.

Atitudes parentais em relação à educação inclusiva / Parental attitudes toward inclusive education

Com o objetivo de descrever as atitudes parentais em relação à inclusão escolar, 445 pais de alunos de primeira à quarta série do ensino fundamental de duas escolas municipais da cidade de São Paulo, responderam um questionário e uma escala de atitudes tipo Likert denominada Inventário Geral de Atitudes quanto à Educação Inclusiva (IGAEI). Participaram do estudo 169 (37,98 por cento) pais de alunos com necessidades educacionais especiais em processo de inclusão (G1) e 276 (62,02 por cento) progenitores de discentes que, de acordo com as instituições, não possuíam tal característica (G2). Os instrumentos foram aplicados coletivamente em reunião de pais e mestres com resposta individual. Os resultados obtidos revelam que ambos os grupos de pais tendiam a possuir atitudes favoráveis em relação à educação inclusiva. Porém, as atitudes dos pais de estudantes com necessidades educacionais especiais eram mais favoráveis à inclusão. São apresentados, ainda, resultados referentes a outras variáveis pesquisadas, como, por exemplo, tipos de necessidades educacionais em processo de inclusão. O estudo tende a corroborar resultados obtidos em pesquisas realizadas em outros países, ainda que algumas discrepâncias tenham sido percebidas. Conclui-se enfatizando a necessidade de mais pesquisas sobre o tema no contexto brasileiro e ressaltando a importância dos pais no desenvolvimento de sistemas educacionais inclusivos.

In order to describe parental attitudes toward school inclusion, 445 parents of elementary school students from first to fourth grade of two municipal schools of the city of São Paulo answered a questionnaire and the Likert scale General Inventory of Attitudes toward Inclusive Education (IGAEI) for assessing attitudes. The participants were 169 (37,98 percent) parents of students with special educational needs included in regular schools (G1) and 276 (62,02 percent) parents of students the school directors said did not have special needs (G2). The instruments were collectively applied during a parent teacher meeting using individual answer sheets. The results showed that both groups of parents tended to have positive attitudes in relation to inclusive education. However, parents of special educational needs students' attitudes were more positive. Results referring to other researched variables, i.e. types of special educational needs in inclusion process, are also presented. This study tends to corroborate research results from other countries, though some discrepancies have been perceived. In conclusion, this study highlights the importance of parental involvement in the development of inclusive educational systems and suggests that more research is required in the Brazilian educational context.