A Inclusão de uma Criança com Síndrome do X Frágil – Estudo de Caso
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2011
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Este projecto avaliou a importância da necessidade de inclusão de crianças com Síndrome de X – Frágil (uma patologia integrada no quadro vasto da deficiência mental) e a sua contribuição para o seu desenvolvimento
Além dos profissionais especializados contribuírem para o desenvolvimento destas crianças, a família assume um papel importante. É desta forma que a intervenção dos mesmos assume um papel fulcral e decisivo na sua vida.
Com este projecto pretendeu-se demonstrar a realidade das crianças com Síndrome de X - Frágil e avaliar a importância da Intervenção e Inclusão destas crianças, bem como a perspectiva dos Educadores e Professores de Educação Especial.
Definiu-se assim, no Enquadramento Teórico, uma abordagem à relação entre Família e comunidade educativa, família e sociedade, a criança com Síndrome de X – Frágil e o conceito de Inclusão Educativa.
Na segunda parte deste trabalho, a do Enquadramento Empírico, teve como base de investigação descobrir de que forma a escola se organiza para acolher uma criança com Síndrome do X Frágil, aprofundando, tanto quanto possível, até que ponto todas as medidas deliberadas pela escola, como organização institucional e como fonte de recursos humanos, integram toda uma ideologia decorrente da Educação Inclusiva.
Este trabalho foi então, o resultado de uma investigação aturada e atenta a uma situação particular, a qual pretendeu ser o móbil de uma aprendizagem e de reflexões para a prática futura como profissional especializada na área da Educação Especial.
This project assessed the importance of the need for inclusion of children with syndrome X - Fragile (integrated within a broad pathology of mental retardation) and their contribution to its development. In addition to the professionals contributing to the development of these children, the family plays an important role. This is how they took the intervention of a central and decisive role in his life. This project aimed to demonstrate the reality of children with syndrome X – Fragile and evaluate the importance of intervention and inclusion of these children, and the prospect of Educators and Teachers of Special Education. Defined thus, the theoretical framework, an approach to the relationship between family and community education, family and society, children with syndrome X - Fragile and the concept of Inclusive Education. In the second part of this work, the empirical framework, was based on research to discover how the school is organized to accommodate a child with Fragile X Syndrome, deepening as much as possible, to what extent any deliberate measures by the school, as an organization as a source of institutional and human resources, integrate a whole ideology resulting from the Inclusive Education. This work was then, the result of a careful and thorough investigation to a particular situation, which claimed to be the motive of learning and reflection for future practice as a professional specialized in the field of Special Education.
This project assessed the importance of the need for inclusion of children with syndrome X - Fragile (integrated within a broad pathology of mental retardation) and their contribution to its development. In addition to the professionals contributing to the development of these children, the family plays an important role. This is how they took the intervention of a central and decisive role in his life. This project aimed to demonstrate the reality of children with syndrome X – Fragile and evaluate the importance of intervention and inclusion of these children, and the prospect of Educators and Teachers of Special Education. Defined thus, the theoretical framework, an approach to the relationship between family and community education, family and society, children with syndrome X - Fragile and the concept of Inclusive Education. In the second part of this work, the empirical framework, was based on research to discover how the school is organized to accommodate a child with Fragile X Syndrome, deepening as much as possible, to what extent any deliberate measures by the school, as an organization as a source of institutional and human resources, integrate a whole ideology resulting from the Inclusive Education. This work was then, the result of a careful and thorough investigation to a particular situation, which claimed to be the motive of learning and reflection for future practice as a professional specialized in the field of Special Education.
Descrição
Orientação: Jorge Serrano ; co-orientação: Horácio Saraiva
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, SÍNDROME X-FRÁGIL, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, FRAGILE X SYNDROME, SCHOOL INCLUSION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION