Comunicar para incluir : o processo de inclusão de uma criança com paralisia cerebral num grupo de jardim de infância
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2017
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O presente trabalho é um relatório de um projeto de investigação-ação, no
âmbito do Mestrado em Ciências da Educação – Educação Especial: Domínio Cognitivo
e Motor. Este trabalho de projeto tem como enfoque um grupo de crianças da Educação
pré-escolar, do qual faz parte uma criança com Paralisia Cerebral. Esta criança
apresenta dificuldades motoras e de comunicação, estando a linguagem oral ausente. O
trabalho envolveu diferentes contextos educativos, os respetivos intervenientes, assim
como os próprios pares. A intervenção que integra este trabalho de projeto teve como
objetivos melhorar os níveis de interação no grupo de crianças e promover o
desenvolvimento da comunicação e da participação nas atividades do jardim-deinfância.
Foi utilizado um sistema de Comunicação Aumentativa, Sistema Pictográfico
de Comunicação (SPC), promoveu-se o diálogo, a partilha de conhecimentos e a
participação dos vários intervenientes educativos, desencadeando, assim, um trabalho de
inclusão dirigido à criança e aos seus pares, envolvendo também a família. Neste
trabalho utilizámos uma metodologia qualitativa, com recurso a entrevistas aos
implicados no processo educativo, ao Programa Portage, à tabela de comunicação
Communication Supports Inventory-Children and Youth (CSY-CY) e, ainda, a observações em
sala de aula, com registo e análise das atividades desenvolvidas, numa dinâmica cíclica
e em espiral de ação/reflexão/ação, transformando sistematicamente os resultados da
reflexão em praxis. Da partilha de experiências, vivências e opiniões, resultou um
trabalho para o grupo e com o grupo do jardim-de-infância, permitindo-nos observar e
confirmar a importância da Comunicação Alternativa e Aumentativa e o uso das
Tecnologias de Apoio, para uma melhor participação e interação de todos os
envolvidos.
The present work is a report of an action-research project, within the scope of the Master's Degree in Educational Sciences - Special Education: Cognitive and motor domain. This project work is based on an intervention project as a focus of a group of preschool education children, which is part of projects for the development of a child with Cerebral Palsy at preschool age and in the classroom context. This child presents with motor and communication difficulties, and oral language is absent. The approach to development of this child the work involved involved different educational contexts, the respective actors, and so did the peers themselves. In the development of a pre-school child with Cerebral Palsy and motor and communication difficulties, without oral language, in a classroom context with the group / class. The intervention that integrates this project work the project the intervention that integrates it have as objectives to improve the levels of interaction in the group of children and to promote the development of communication and participation in the activities of kindergarten. It was used a system of Increasing Communication, Pictographic Communication System (SPC), promoted dialogue, knowledge sharing and participation of various educational actors, thus triggering an inclusion work aimed at children and their peers, involving the family as well. In this work, we used a qualitative methodology approach, using interviews with those involved in the educational process, the Portage Program, the Communication Supports Inventory-Children and Youth (CSY-CY) communication table, as well as classroom observations, with registration and analysis of the activities developed, in a cyclical dynamic and in a spiral of action / reflection / action, systematically transforming the results of reflection into praxis. In order to translate reality into study, being a more profound and meaningful approach where the field of investigation is more real. We posed an issue as a starting point: How to act so that a kindergarten group feels co-responsible and acts so that each and every one of them interact and learn? The sharing of experiences, experiences and opinions resulted in work for the group and the kindergarten group, allowing us to observe and confirm the importance of Alternative and Increasing Communication and the use of the Support Technologies for a better Participation and interaction of all involved.
The present work is a report of an action-research project, within the scope of the Master's Degree in Educational Sciences - Special Education: Cognitive and motor domain. This project work is based on an intervention project as a focus of a group of preschool education children, which is part of projects for the development of a child with Cerebral Palsy at preschool age and in the classroom context. This child presents with motor and communication difficulties, and oral language is absent. The approach to development of this child the work involved involved different educational contexts, the respective actors, and so did the peers themselves. In the development of a pre-school child with Cerebral Palsy and motor and communication difficulties, without oral language, in a classroom context with the group / class. The intervention that integrates this project work the project the intervention that integrates it have as objectives to improve the levels of interaction in the group of children and to promote the development of communication and participation in the activities of kindergarten. It was used a system of Increasing Communication, Pictographic Communication System (SPC), promoted dialogue, knowledge sharing and participation of various educational actors, thus triggering an inclusion work aimed at children and their peers, involving the family as well. In this work, we used a qualitative methodology approach, using interviews with those involved in the educational process, the Portage Program, the Communication Supports Inventory-Children and Youth (CSY-CY) communication table, as well as classroom observations, with registration and analysis of the activities developed, in a cyclical dynamic and in a spiral of action / reflection / action, systematically transforming the results of reflection into praxis. In order to translate reality into study, being a more profound and meaningful approach where the field of investigation is more real. We posed an issue as a starting point: How to act so that a kindergarten group feels co-responsible and acts so that each and every one of them interact and learn? The sharing of experiences, experiences and opinions resulted in work for the group and the kindergarten group, allowing us to observe and confirm the importance of Alternative and Increasing Communication and the use of the Support Technologies for a better Participation and interaction of all involved.
Descrição
Orientação: Isabel Rodrigues Sanches ; co-orientação:
Margarida Nunes da Ponte
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, COMUNICAÇÃO AUMENTATIVA, COMUNICAÇÃO ALTERNATIVA, INVESTIGAÇÃO-AÇÃO, PARALISIA CEREBRAL, EDUCAÇÃO INCLUSIVA, TECNOLOGIAS DE APOIO PARA PESSOAS COM DEFICIÊNCIA, JARDINS DE INFÂNCIA, ESTUDOS DE CASO, EDUCATION, AUGMENTATIVE COMUNICATION, ALTERNATIVE COMMUNICATION, ACTION RESEARCH, CEREBRAL PALSY, INCLUSIVE EDUCATION, SELF-HELP DEVICES, NURSERY SCHOOLS, CASE STUDIES