Promoção da interacção inclusiva em contextos escolar e familiar
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Data
2010
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Este projecto de investigação-acção tinha como objectivo incluir dois alunos na sua
turma e no seu contexto escolar. Desta forma, procedeu-se a uma revisão bibliográfica sobre a
evolução da educação especial nos vários países, a evolução da educação especial em
Portugal, a educação inclusiva, as escolas inclusivas, a aprendizagem cooperativa, a
diferenciação pedagógica inclusiva, défice cognitivo e a articulação escola-família. A
intervenção centrou-se numa turma do primeiro ciclo de escolaridade nomeadamente, nos 3º e
o 4º anos, localizada no distrito de Portalegre. O projecto de investigação-acção implicou a
utilização de técnicas e instrumentos de pesquisa de dados, nomeadamente, a pesquisa
documental, a entrevista, a observação naturalista e a sociometria, aplicados no início e no
final do projecto.
Após a aplicação das técnicas e instrumentos de pesquisa de dados caracterizou-se a
situação inicial e definiu-se como intervenção prioritária tornar a escola e a turma inclusiva
para todos os alunos de forma a responder às suas necessidades. Assim, elaborou-se uma
planificação da intervenção em parceria com a professora da turma, definiu-se as áreas de
intervenção, as competências a atingir, as actividades, as estratégias, a calendarização, os
recursos, os instrumentos de avaliação e os contextos de actuação. De seguida, procedeu-se à
execução da planificação sempre por projectos e /ou competências, avaliando e reflectindo de
forma sistemática a acção para uma melhor intervenção, sempre com o objectivo de
proporcionar uma educação inclusiva à turma.
No final, através de uma avaliação global da intervenção e das técnicas e instrumentos
de pesquisa de dados concluiu-se que o grande objectivo foi alcançado. Os alunos
considerados com NEE foram incluídos na sua turma, no contexto escolar e as famílias
colaboraram de forma activa.
The main goal of this on the field investigation was the inclusion of two students in a regular class and in their school environment. As a starting point, I decided to do a bibliographical revision on the existing literature on the evolution of Special Education in several countries, on its evolution in Portugal, on inclusive education and schools, on cooperative learning, on different teaching strategies, cognitive deficit and on joint schoolfamily. The intervention was centred in Primary Education – 3rd and 4th grade classes in the area of Portalegre. The project integrated research techniques such as documental research, interview, naturalistic observation, sociometry, all applied throughout the project. After the data research, the starting point was established and the priority became to make the class and the school able to include the students. The action plan was elaborated with the cooperation of the teacher. It contemplated intervention areas, skills, activities, strategies, timing, resources, evaluation methods and intervention contexts. After this, the plan was put into action following defined projects and skills, assessing and systematically reflecting and adapting so as to allow an inclusive education. Finally, after reflecting upon the intervention and the research techniques used, the conclusion was that the main goal was reached. The special needs students were included in their class and school and their families took an active part in the process.
The main goal of this on the field investigation was the inclusion of two students in a regular class and in their school environment. As a starting point, I decided to do a bibliographical revision on the existing literature on the evolution of Special Education in several countries, on its evolution in Portugal, on inclusive education and schools, on cooperative learning, on different teaching strategies, cognitive deficit and on joint schoolfamily. The intervention was centred in Primary Education – 3rd and 4th grade classes in the area of Portalegre. The project integrated research techniques such as documental research, interview, naturalistic observation, sociometry, all applied throughout the project. After the data research, the starting point was established and the priority became to make the class and the school able to include the students. The action plan was elaborated with the cooperation of the teacher. It contemplated intervention areas, skills, activities, strategies, timing, resources, evaluation methods and intervention contexts. After this, the plan was put into action following defined projects and skills, assessing and systematically reflecting and adapting so as to allow an inclusive education. Finally, after reflecting upon the intervention and the research techniques used, the conclusion was that the main goal was reached. The special needs students were included in their class and school and their families took an active part in the process.
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Orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, DÉFICE COGNITIVO, APRENDIZAGEM COOPERATIVA, SPECIAL EDUCATION, SCHOOL INCLUSION, COGNITIVE DEFICIT, COOPERATIVE LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, DIFERENCIAÇÃO PEDAGÓGICA, PEDAGOGICAL DIFFERENTIATION, RELAÇÃO ESCOLA-FAMÍLIA, SCHOOL-FAMILY RELATIONSHIP