Sabes? Juntos aprendemos melhor : práticas para a inclusão educativa de um aluno com Paralisia Cerebral
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Data
2011
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Este trabalho pretende mostrar como se fomentou a colaboração entre docentes com o objectivo de promover a inclusão de um aluno com paralisia cerebral na sala de aula, recorrendo a estratégias e a actividades que procuraram assegurar uma melhoria ao
nível da sua actividade e participação, promover a amizade entre o aluno e os seus colegas e proporcionar o bem estar psico-afectivo do aluno na escola.
Foi feito um levantamento de informação considerada relevante, através da consulta a documentação diversa e da aplicação de algumas técnicas de recolha de dados. Verificou-se que a professora não tomava a iniciativa em assegurar a
participação do aluno nas actividades desenvolvidas dentro da sala de aula, no ginásio,
no recreio, em visitas de estudo, e que a interacção entre os alunos era muito limitada.
As reduzidas oportunidades oferecidas ao aluno para vivenciar situações de
aprendizagem constituiam obviamente uma barreira ao acesso ao currículo e ao seu sucesso educativo.
A informação recolhida permitiu a elaboração de uma planificação e
direccionou a intervenção para as áreas da socialização, comunicação, cooperação entre
docentes, subdividindo-se esta última nas áreas de atitude relacional e área académica.
O propósito da intervenção foi o de auxiliar e incentivar a professora titular de turma de um aluno em situação de deficiência a acreditar que o seu aluno, à semelhança dos outros, também tem um grande potencial de aprendizagem e, através deste espírito colaborativo, fomentar a inclusão do aluno na turma e na escola.
This study aims to show how to foster collaboration among teachers in order to promote the inclusion of a student with cerebral palsy in the classroom, using strategies and activities that sought to ensure an improved level of activity and participation, promote friendship between the student and their colleagues and provide psycho-emotional well-being of the student in school. A survey was considered relevant information by consulting the various documentation and the application of some techniques of data collection. It was found that the teacher did not take the initiative to ensure student participation in activities within the classroom, the gym, the playground, on field trips, and interaction among students was very limited. The limited opportunities for students to experience learning situations is obviously a barrier to access to the curriculum and their educational success. The information gathered enabled the establishment of a planning and direct intervention in the areas of socialization, communication, cooperation among teachers, the latter subdivided in the areas of relational attitude and academic field. The purpose of the intervention was to facilitate and encourage the teacher holds class in a situation of a student with disabilities to believe that her student, like the others, also has a great potential for learning and, through this collaborative spirit, fostering inclusion of students in the class and school.
This study aims to show how to foster collaboration among teachers in order to promote the inclusion of a student with cerebral palsy in the classroom, using strategies and activities that sought to ensure an improved level of activity and participation, promote friendship between the student and their colleagues and provide psycho-emotional well-being of the student in school. A survey was considered relevant information by consulting the various documentation and the application of some techniques of data collection. It was found that the teacher did not take the initiative to ensure student participation in activities within the classroom, the gym, the playground, on field trips, and interaction among students was very limited. The limited opportunities for students to experience learning situations is obviously a barrier to access to the curriculum and their educational success. The information gathered enabled the establishment of a planning and direct intervention in the areas of socialization, communication, cooperation among teachers, the latter subdivided in the areas of relational attitude and academic field. The purpose of the intervention was to facilitate and encourage the teacher holds class in a situation of a student with disabilities to believe that her student, like the others, also has a great potential for learning and, through this collaborative spirit, fostering inclusion of students in the class and school.
Descrição
Orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, PARALISIA CEREBRAL, EDUCATION, SPECIAL EDUCATION, SCHOOL INCLUSION, CEREBRAL PALSY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR