Promovendo uma interacção inclusiva,numa turma do 3º ciclo
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2010
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O presente Trabalho de Projecto faz parte integrante do 2º ano do Curso de Mestrado
em Educação Especial, nos domínios Cognitivo e Motor. Consta de um Projecto de
Investigação - Acção, que contém a fundamentação, programação e intervenção que
realizámos durante os 2º e 3º períodos do ano lectivo de 2009/10. Esta intervenção ocorreu,
semanalmente, numa turma do 9º ano de escolaridade de um Agrupamento Vertical de uma
Escola do Alentejo, na qual estava matriculado um jovem com Deficiência Mental Ligeira
(DML), motivo do nosso projecto de acção. Esta turma, atendendo aos diferentes níveis de
aprendizagem e às atitudes comportamentais praticadas por alguns alunos, necessitava de
um trabalho de cooperação entre todos (alunos, professores, família e outros técnicos) e da
aplicação de práticas lectivas baseadas numa diferenciação pedagógica inclusiva, para que
efectivamente se conseguisse promover, no seu seio, uma efectiva inclusão escolar e
social.
O trabalho aqui perspectivado desenvolveu-se com base numa metodologia de
investigação-acção com recurso aos seguintes instrumentos metodológicos: pesquisa
documental, entrevista semi-directiva, observação naturalista e sociometria.
Ao elaborarmos este trabalho, foi nossa intenção, dar a conhecer todos os
procedimentos que sustentaram a Inclusão de um jovem considerado com DML, na sua
turma, mais concretamente, na disciplina de Língua Portuguesa. Procurámos criar
situações de trabalho a pares / em grupo e estratégias adequadas para que realizasse
actividades idênticas, e no mesmo contexto que os restantes colegas da turma, de modo a
que não se verificasse distinção entre os alunos considerados “normais” e o aluno
considerado com Necessidades Educativas Especiais (NEE).
Desta forma, fomentámos o sucesso educativo de todos os alunos, num ambiente de
práticas pedagógicas inclusivas e colaborativas, atendendo à diversidade do público-alvo.
Este Trabalho de Projecto foi um contributo para a prática de Inclusão de crianças e jovens
considerados alunos com NEE, em contexto de sala de aula, em escolas do ensino regular e
facilitou a elaboração e implementação de Planos de Aula, Grelhas de Avaliação,
Reflexões críticas e Fichas de Trabalho, em parceria com o professor da disciplina de LP,
no sentido de garantir metodologias e estratégias de ensino mais eficientes para se alcançar
uma verdadeira Educação Inclusiva.
The present project work is part of the 2nd year of the master’s degree in special education at the cognitive and motor levels. It makes part of an “Investigation-Action Project”, which contains the validity, Programming and intervention we have made during the 2nd and 3rd periods of the academic year 2009/10. This intervention occurred weekly in a class of the 9th year in a school from the Alentejo, in which a youth with mild learning disabilities (MLD) was matriculated, reason for our action project. This class, given the different levels of learning and behavioral attitudes practiced by some students, required a cooperative effort among all (Students, teachers, family and other practitioners) and implementing teaching practices based on an inclusive educational differentiation, so that we could actually promote in its midst, an effective educational and social inclusion. This work was developed based on an action research methodology using the following methodological tools: desk research, semi-directive interview, naturalistic observation and Sociometry. When we make this work, it was our intention to disclose all procedures that supported the inclusion of a juvenile seen with DML, in his class, specifically in the discipline of Portuguese Language. We tried to create situations such as work in pairs / group and strategies to conduct similar activities, and in the same context as other classmates, so that there is no distinction between those considered as "normal", and students regarded with special Educational Needs (SEN). Thus, we instigated the educational success to all students in an environment of collaborative and inclusive teaching practices, always keeping in mind the diversity of the target audience. This work project was a contribution to the practice of inclusion of children and youth with special needs in the context of the classroom, in regular schools and facilitated the development and implementation of Lesson Plans, assessment grids, critical reflections and worksheets in partnership with the teachers of Portuguese in order to ensure methodologies and teaching strategies more effective for achieving genuine Inclusive Education.
The present project work is part of the 2nd year of the master’s degree in special education at the cognitive and motor levels. It makes part of an “Investigation-Action Project”, which contains the validity, Programming and intervention we have made during the 2nd and 3rd periods of the academic year 2009/10. This intervention occurred weekly in a class of the 9th year in a school from the Alentejo, in which a youth with mild learning disabilities (MLD) was matriculated, reason for our action project. This class, given the different levels of learning and behavioral attitudes practiced by some students, required a cooperative effort among all (Students, teachers, family and other practitioners) and implementing teaching practices based on an inclusive educational differentiation, so that we could actually promote in its midst, an effective educational and social inclusion. This work was developed based on an action research methodology using the following methodological tools: desk research, semi-directive interview, naturalistic observation and Sociometry. When we make this work, it was our intention to disclose all procedures that supported the inclusion of a juvenile seen with DML, in his class, specifically in the discipline of Portuguese Language. We tried to create situations such as work in pairs / group and strategies to conduct similar activities, and in the same context as other classmates, so that there is no distinction between those considered as "normal", and students regarded with special Educational Needs (SEN). Thus, we instigated the educational success to all students in an environment of collaborative and inclusive teaching practices, always keeping in mind the diversity of the target audience. This work project was a contribution to the practice of inclusion of children and youth with special needs in the context of the classroom, in regular schools and facilitated the development and implementation of Lesson Plans, assessment grids, critical reflections and worksheets in partnership with the teachers of Portuguese in order to ensure methodologies and teaching strategies more effective for achieving genuine Inclusive Education.
Descrição
Orientação: Isabel Sanches
Palavras-chave
NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCAÇÃO INCLUSIVA, DEFICIÊNCIA MENTAL, APRENDIZAGEM COOPERATIVA, SPECIAL EDUCATIONAL NEEDS, INCLUSIVE EDUCATION, MENTAL IMPAIRMENT, COOPERATIVE LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, ENSINO BÁSICO 3º CICLO, SECONDARY EDUCATION