A aprendizagem cooperativa como estratégia promotora de inclusão no 1º Ciclo
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Data
2012
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Deste Trabalho de projeto faz parte uma intervenção junto de uma turma que inclui um aluno considerado com necessidades educativas especiais. A intervenção ocorreu numa turma do 1º ano de escolaridade, numa escola de uma cidade do Alto Alentejo, onde está o aluno desencadeador da nossa ação, diagnosticado com a Síndrome de Prader-Willi. Considerando que a intervenção necessita de ser fundamentada em pressupostos teóricos que sustentem as opções realizadas, no enquadramento teórico são tratados os temas: inclusão, organização e funcionamento da educação especial, aprendizagem cooperativa e estratégias na sala de aula e por último a síndrome de Prader-willi. Relativamente ao enquadramento metodológico, atendendo ao facto da investigação ser realizada numa turma onde vamos intervir, leva a que se trate de uma investigação em que a componente reflexiva teve um papel decisivo em todas as fases do trabalho, tendo-se optado por uma metodologia qualitativa assente nos princípios da investigação-ação. Utilizámos diversos métodos para a recolha de dados, nomeadamente a análise documental, a observação naturalista, a entrevista e a sociometria, o que nos permitiu recolher várias perspetivas sobre o mesmo contexto e proceder a cruzamentos entre elas. Da caracterização da turma, do aluno e dos contextos, partimos para uma intervenção estruturada, numa dinâmica de planificação, ação, avaliação e reflexão, geradora de práticas educativas diferenciadas e inclusivas. Pretendemos, com a intervenção, criar uma dinâmica cooperativa e de colaboração no grupo da turma, para que se alcance uma situação de inclusão educativa, em que os alunos aprendem todos e com todos, para conseguirem obter sucesso educativo. Os resultados obtidos indicam-nos que o aluno está incluído e que ao longo das sessões de trabalho foi mantendo um nível de interação mais positivo com os colegas. As atividades desenvolvidas tiveram impacto sobre todos os alunos e não apenas sobre o aluno desencadeador da ação.
This project aimed at carrying out an intervention, with a class that includes a student considered with special educational needs. The intervention occurred in a class in the 1st grade, at a school in a city in Alto Alentejo, where is the student triggering of our action, bearer of the Prader-Willi Syndrome. Considering the intervention needs to be based on theoretical assumptions that sustain the choices made, in the theoretical frame are treated the following subjects: inclusion, organization and operation of special education, cooperative learning and strategies in the classroom and finally the Prader-Willi Syndrome. In the methodological framework, taking into account the fact that the research be conducted in a class where we will intervene, leads to the case of a research in which the reflective component had a decisive role in all phases of the work, having been chosen by a qualitative methodology based on the principles of action research. We used several methods for data collection, in particular the documentary analysis, naturalist observation, interview and sociometry, which has allowed us to collect several prospects on the same context and to make the crosses between them. From the characterization of the class, the student and the contexts, we embarked on a structured intervention, in the dynamics of planning, action, evaluation and reflection, generating differentiated inclusive educational practices. We wanted, with the intervention, creating a cooperative dynamic and of collaboration in the entire class, to reach a situation of educational inclusion, in which students learn all and with everyone, to achieve educational success. The results obtained indicate that the student is integrated and that, in the course of work sessions, maintained a level of interaction more positive with the colleagues. The developed activities had an impact on all students, not just on the pupil triggering the action.
This project aimed at carrying out an intervention, with a class that includes a student considered with special educational needs. The intervention occurred in a class in the 1st grade, at a school in a city in Alto Alentejo, where is the student triggering of our action, bearer of the Prader-Willi Syndrome. Considering the intervention needs to be based on theoretical assumptions that sustain the choices made, in the theoretical frame are treated the following subjects: inclusion, organization and operation of special education, cooperative learning and strategies in the classroom and finally the Prader-Willi Syndrome. In the methodological framework, taking into account the fact that the research be conducted in a class where we will intervene, leads to the case of a research in which the reflective component had a decisive role in all phases of the work, having been chosen by a qualitative methodology based on the principles of action research. We used several methods for data collection, in particular the documentary analysis, naturalist observation, interview and sociometry, which has allowed us to collect several prospects on the same context and to make the crosses between them. From the characterization of the class, the student and the contexts, we embarked on a structured intervention, in the dynamics of planning, action, evaluation and reflection, generating differentiated inclusive educational practices. We wanted, with the intervention, creating a cooperative dynamic and of collaboration in the entire class, to reach a situation of educational inclusion, in which students learn all and with everyone, to achieve educational success. The results obtained indicate that the student is integrated and that, in the course of work sessions, maintained a level of interaction more positive with the colleagues. The developed activities had an impact on all students, not just on the pupil triggering the action.
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Orientação: Isabel Sanches
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EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, SINDROMA DE PRADER-WILLI, PRADER-WILLI SYNDROME, DIFERENCIAÇÃO PEDAGÓGICA, PEDAGOGICAL DIFFERENTIATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR