Brinquem comigo! : intervenção inclusiva junto de um jovem com perturbações emocionais
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2009
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Este é um trabalho que pretende mostrar as estratégias e actividades que foram utilizadas junto de um jovem com perturbações emocionais e com dificuldades de inclusão, tanto em relação aos adultos e colegas, como em relação ao próprio sistema de ensino em geral. A consequência dessas problemáticas, afirma-se sob a forma de dificuldades de aprendizagem. Foi feito um levantamento das problemáticas, através da consulta de documentação diversa, aplicação de grelhas e questionários e conversas com as pessoas ligadas ao processo educativo deste aluno.
A partir de toda a informação recolhida, procedemos à planificação e intervenção, aplicando estratégias e métodos de trabalho que têm como objectivo principal, a inclusão deste aluno, no meio escolar, desde a sua relação com as pessoas até o sentir-se bem num meio que até agora era rejeitado por ele. Esta inclusão processou-se a diferentes níveis: escolar, social e pessoal.
This is a dissertation that intends to explain strategies and activities that were used with a youngster with emotional disorders and inclusion issues, which were related not only to people in general, adults and colleagues, but also with regards to the teaching system in general. The direct consequence of these disabilities, present itself as learning disabilities in general. Mapping the disabilities was made possible through research and consultation of diverse documentation, application of charts and questionnaires and by talking to people connected to the teaching process of the above mentioned student. Using all the information gathered as a starting point, we proceeded to plan and intervene, apply strategies and work methods which have the primary objective of including the student in the school environment in general, starting with his relationships with others to feeling well in an environment which, up until now, was rejected by him. This inclusion process unfolded itself on different levels, namely a school level, a social level and a personal level.
This is a dissertation that intends to explain strategies and activities that were used with a youngster with emotional disorders and inclusion issues, which were related not only to people in general, adults and colleagues, but also with regards to the teaching system in general. The direct consequence of these disabilities, present itself as learning disabilities in general. Mapping the disabilities was made possible through research and consultation of diverse documentation, application of charts and questionnaires and by talking to people connected to the teaching process of the above mentioned student. Using all the information gathered as a starting point, we proceeded to plan and intervene, apply strategies and work methods which have the primary objective of including the student in the school environment in general, starting with his relationships with others to feeling well in an environment which, up until now, was rejected by him. This inclusion process unfolded itself on different levels, namely a school level, a social level and a personal level.
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Orientação: Jorge Serrano
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EDUCAÇÃO, INCLUSÃO ESCOLAR, PERTURBAÇÕES EMOCIONAIS, DIFICULDADES DE APRENDIZAGEM, EDUCATION, SCHOOL INCLUSION, EMOTIONAL DISORDERS, LEARNING DISABILITIES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION