Quando todos aprendem com Todos : uma estratégia para a inclusão de um aluno com perturbações do Espectro do Autismo
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Data
2010
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Durante muito tempo as pessoas em situação de deficiência ou com necessidades especiais foram marcadas pela segregação e marginalização. Defendemos hoje a Educação Inclusiva, destinada a TODOS os alunos. Já não é o aluno que se adapta à Escola mas esta que deverá adaptar-se à diversidade da sua população.
Apesar de características comuns, os alunos com Perturbações do Espectro do Autismo (PEA) têm particularidades e especificidades próprias, pelo que há que aceitar a diferença e gerir a diversidade através de estratégias de aprendizagem, adequação de métodos e de técnicas, de modo a permitir o sucesso educativo destes e de todos os alunos.
Na prática diária o professor deverá ser um investigador e actor, trabalhando numa equipa multidisciplinar, planificando, agindo, avaliando e reformulando sempre que necessário.
Este é um projecto de investigação-acção que realizámos com numa UEE e numa turma de 7º ano, onde está incluído um aluno com PEA. Um dos nossos objectivos foi o de procurar que a comunidade escolar considerasse a diferença como uma mais valia e não como um entrave. Nesse sentido, promovemos actividades de cariz funcional nos contextos de vida conducentes à autonomia pessoal e social, envolvendo os alunos e os diferentes agentes educativos.
For too long the people suffering disabilities or special needs have been marked by segregation and marginalization. We stand today on Inclusive Education, designed to ALL students. No longer is the student who is adjusting to school but the school that must adapt itself to the diversity of its population. Despite common characteristics, students with Autism Spectrum Disorders (ADS) have peculiarities and specificities, so we have to accept the differences and manage diversity through learning strategies, adequacy of methods and techniques, to allow the educational success of these students and all the others. In his/her everyday practice, the teacher must be a researcher and an actor, working in a multidisciplinary team, planning, acting, evaluating and reformulating as necessary. This is a project of action research we have done with a UUT and a class of Year 7, where a student with ASD is included. One of our goals was to look for the school community to consider the difference as an asset and not as an obstacle. Accordingly, we promoted functional-related activities in the contexts of life, conducive to personal and social autonomy, involving students and the different educational agents.
For too long the people suffering disabilities or special needs have been marked by segregation and marginalization. We stand today on Inclusive Education, designed to ALL students. No longer is the student who is adjusting to school but the school that must adapt itself to the diversity of its population. Despite common characteristics, students with Autism Spectrum Disorders (ADS) have peculiarities and specificities, so we have to accept the differences and manage diversity through learning strategies, adequacy of methods and techniques, to allow the educational success of these students and all the others. In his/her everyday practice, the teacher must be a researcher and an actor, working in a multidisciplinary team, planning, acting, evaluating and reformulating as necessary. This is a project of action research we have done with a UUT and a class of Year 7, where a student with ASD is included. One of our goals was to look for the school community to consider the difference as an asset and not as an obstacle. Accordingly, we promoted functional-related activities in the contexts of life, conducive to personal and social autonomy, involving students and the different educational agents.
Descrição
Orientação: Maria Odete Emygdio da Silva
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, SCHOOL INCLUSION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, INVESTIGAÇÃO-AÇÃO, ACTION RESEARCH, AUTISMO, AUTISM, SÍNDROME DE ASPERGER, ASPERGER SYNDROME, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, BRASIL, BRAZIL