Deficiência Mental e Integração:um estudo de caso sobre o papel do outro no processo de inclusão
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Data
2013
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Resumo
Este trabalho visa contribuir para a discussão a respeito da integração escolar da criança portadora de deficiência mental. Partindo de um referencial bibliográfico, discutem-se as implicações dessa integração e a possibilidade de fazer da escola um elemento promotor da autonomia e da integração social dessas crianças.
Inclusão e diversidade são temas pertinentes dos debates atuais. A diversidade faz parte da vida de todos nós e, como tal, toda a criança, independentemente da sua classe social, religião, sexo, cultura ou deficiência, pertence à comunidade da qual faz parte.
A escola é um dos primeiros locais onde as crianças aprendem a relacionar-se umas com as outras, onde estabelecem laços afetivos e onde aprendem estratégias de aprendizagem e relacionais.
Esta dissertação baseia-se num Estudo de Caso, realizado em contexto escolar. Pretende-se abordar as relações sociais de uma criança com deficiência mental com as outras crianças da turma a que pertence. Por outro lado, procura-se analisar o relacionamento dessa criança com os adultos envolvidos no processo de ensino-aprendizagem, nomeadamente, a Professora Titular de Turma, a Professora da Educação Especial e a Assistente Operacional, na sala de aula, no recreio e nos eventos escolares.
A escolha do Estudo de Caso revela-se o procedimento metodológico mais adequado ao tipo de estudo que se pretende realizar, pois fundamentalmente, interessa-nos compreender as implicações da inclusão de uma criança com deficiência mental no 1º ciclo do Ensino Básico.
Após a recolha e o tratamento dos dados obtidos, serão expostas e descritas as conclusões, a que se chegou, e apontadas algumas sugestões, que se consideram pertinentes, para a inclusão da criança portadora de deficiência mental no ambiente escolar.
This work aims to contribute to the discussion about the school integration of the children with intellectual disability. After a bibliographic reference, the implications of that integration and the possibility of turning the school into an element of authonomy and social integration of those children were discussed. Inclusion and diversity are relevant topic in the discussions nowadays. Diversity is part of life, and the children are no exception, no matter their social status, religion, sex, culture or disability, it belongs to the community where people belong. The school is one of the first places where the children learn to interact with each other, where they bond whith each other and where they learn learning and relational strategies. This essay is based on a Case Study, developed in a school context. It pretends to deal with the social relations between a child with an intellectual disability and the other children in the classroom. On the other hand, it tries to analyse the relations between that child and the adults involved in the teaching-learning process, namely the Class Head Teacher, the Special Education Teacher and the Operative Assistant, inb the classroom, at the playground and in the school events. The choice of the Case Study shows the most adequate metodological procedure to the kind of study we want to develop because we are mainly, interested in understanding the implications of the inclusion of a child with in telectual disability in the First Cycle of Studies. After the collection and processing of data the conclusions will be shown and described and it will be pointed out some suggestions considered important for the inclusion of the child with intellectual disability in the school environment.
This work aims to contribute to the discussion about the school integration of the children with intellectual disability. After a bibliographic reference, the implications of that integration and the possibility of turning the school into an element of authonomy and social integration of those children were discussed. Inclusion and diversity are relevant topic in the discussions nowadays. Diversity is part of life, and the children are no exception, no matter their social status, religion, sex, culture or disability, it belongs to the community where people belong. The school is one of the first places where the children learn to interact with each other, where they bond whith each other and where they learn learning and relational strategies. This essay is based on a Case Study, developed in a school context. It pretends to deal with the social relations between a child with an intellectual disability and the other children in the classroom. On the other hand, it tries to analyse the relations between that child and the adults involved in the teaching-learning process, namely the Class Head Teacher, the Special Education Teacher and the Operative Assistant, inb the classroom, at the playground and in the school events. The choice of the Case Study shows the most adequate metodological procedure to the kind of study we want to develop because we are mainly, interested in understanding the implications of the inclusion of a child with in telectual disability in the First Cycle of Studies. After the collection and processing of data the conclusions will be shown and described and it will be pointed out some suggestions considered important for the inclusion of the child with intellectual disability in the school environment.
Descrição
Orientação: Nora Cavaco ; co-orientação: Jorge Lemos
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INTEGRAÇÃO ESCOLAR, DEFICIÊNCIA MENTAL, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, SCHOOL INTEGRATION, MENTAL IMPAIRMENT, SCHOOL INCLUSION