Qual o atendimento de um aluno com síndrome de Asperger no ensino regular
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2015
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O presente estudo versa sobre o atendimento de um jovem com Síndrome de Asperger no contexto escolar, propondo-se o mesmo perceber as suas dificuldades, não só na capacidade de aprender, como na sua relação com os seus pares.
O principal objetivo deste trabalho é conhecer o atendimento deste jovem na escola regular; quais as estratégias aplicadas a este jovem de forma a ultrapassar as suas dificuldades, quer ao nível das aprendizagens como, também na relação interpessoal. Uma outra questão prende-se com o seu futuro sobretudo numa opinião dos profissionais como perspetiva face a este jovem.
Este estudo é qualitativo numa necessária abordagem teórica das palavras chave e uma parte empírica do trabalho.
O estudo abrange a sua mãe e sua Encarregada de Educação, a Professora de português, a Diretora de Turma e também sua Professora de físico-química e a Psicóloga que o acompanha a dois anos.
A recolha de dados foi feita através de três instrumentos de investigação: pesquisa documental, entrevistas e algumas conversas telefónicas com a mãe que favoreceram todo o decorrer da investigação.
A observação em sala de aula não foi possível devido à oposição da própria escola; isso envolveria o conhecimento dos encarregados de educação da minha presença na sala de aula e a escola considerou ser pouco apropriado.
Os resultados do estudo revelaram que a inclusão por parte de todos os professores resultou num bom funcionamento da turma e isso refletiu-se nos bons resultados do aluno em estudo.
Os funcionários intervieram de forma eficaz junto do aluno desenvolvendo medidas para o bom funcionamento nos intervalos, estabelecendo um bom relacionamento com os outros alunos, nomeadamente com este aluno com síndrome de Asperger que permanecia, por sistema sempre sozinho. Em determinados momentos conseguiu estabelecer relação com alguns colegas, situação observada pela diretora de turma e também pela professora de português.Foi possível perceber a existência de uma boa relação do aluno com os professores, que melhorou gradualmente com os seus pares.
Foram extremamente importantes as estratégias utilizadas pelos professores para aumentar o bem-estar, tão fragilizado deste aluno nas suas competências sociais e no deficiente no domínio de alguns conteúdos das disciplinas.
Sendo estes os objetivos principais do presente trabalho, pode considerar-se que o mesmo alcançou com sucesso o que se propôs.
This is a study of the difficulties relating to the education of a child suffering from Asperger Syndrome and also his relationship with his peers. The primary objective of this study is to understand the way that the system recognises and overcomes difficulties, both at the educational level and in his relationship with other students. Furthermore, it investigates his prospects with regard to future employment and his social acceptibility. This study is qualitative, with both theoretical and practical components. It involves the following people - his mother who also oversees his education, his form-mistress who is also his science teacher, his Portuguese language teacher, and the Psychologist who has attended him for 2 years. Documentation was consulted, Interviews, which were strictly controlled Telephonic conversations with the mother, who cooperated fully throughout the investigation. The investigator’s presence during lessons was not allowed by the school authorities. This would have involved the agreement of parents of all the pupils present, to which the school would not concur. This study reveals that the application of all the teachers involved resulted in a good working relationship between the pupil and his classmates and in excellent overall results. The school personnel intervened efficiently when required to do so - during lunch breaks for example - and established a good relationship with all pupils. The pupil in question was almost always distant from his peers due to an inability to relate. If he approached the other pupils he was observed by the school personnel who took appropriate action. During the study it was possible to observe the existence of a good relationship with the teachers, which gradually improved his relationship with his classmates. The strategies used by the teachers improved his self esteem, which had become degraded due to a lack of social ability and a deficiency in some of the subjects. The above being the principle object of this study, it can be considered that this was successfully concluded.
This is a study of the difficulties relating to the education of a child suffering from Asperger Syndrome and also his relationship with his peers. The primary objective of this study is to understand the way that the system recognises and overcomes difficulties, both at the educational level and in his relationship with other students. Furthermore, it investigates his prospects with regard to future employment and his social acceptibility. This study is qualitative, with both theoretical and practical components. It involves the following people - his mother who also oversees his education, his form-mistress who is also his science teacher, his Portuguese language teacher, and the Psychologist who has attended him for 2 years. Documentation was consulted, Interviews, which were strictly controlled Telephonic conversations with the mother, who cooperated fully throughout the investigation. The investigator’s presence during lessons was not allowed by the school authorities. This would have involved the agreement of parents of all the pupils present, to which the school would not concur. This study reveals that the application of all the teachers involved resulted in a good working relationship between the pupil and his classmates and in excellent overall results. The school personnel intervened efficiently when required to do so - during lunch breaks for example - and established a good relationship with all pupils. The pupil in question was almost always distant from his peers due to an inability to relate. If he approached the other pupils he was observed by the school personnel who took appropriate action. During the study it was possible to observe the existence of a good relationship with the teachers, which gradually improved his relationship with his classmates. The strategies used by the teachers improved his self esteem, which had become degraded due to a lack of social ability and a deficiency in some of the subjects. The above being the principle object of this study, it can be considered that this was successfully concluded.
Descrição
Orientação: Nora Alexandra Pires Almeida Cavaco
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, INCLUSÃO ESCOLAR, SINDROMA DE ASPERGER, DIFICULDADES DE APRENDIZAGEM, EDUCATION, SCHOOL INCLUSION, ASPERGER'S SYNDROME, LEARNING DISABILITIES