O ensino e a paralisia cerebral
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Data
2012
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Ao nível do Ensino ser portador de Paralisia Cerebral é possuir uma Necessidade Educativa Especial permanente de carater motor, mas dada a complexidade e os diferentes tipos desta perturbação esse handicap pode ser uma barreira à aquisição da alfabetização. Tendo em conta que estas crianças se encontram em situação de inclusão no Sistema Educativo de acordo com o Decreto-Lei nº 3/2008, de 7 de Janeiro, achámos pertinente estudar a atitude dos professores do primeiro ciclo face à inclusão das crianças com paralisia cerebral na classe regular. Pois, como se sabe é ao professor do primeiro ciclo que cabe o primeiro papel de alfabetização das crianças.
Lidar com crianças portadoras desta problemática num contexto de turma, onde os programas e currículos são tão extensos e trabalhosos não é tarefa fácil, por isso torna-se urgente desmistificar alguns tabus, no sentido de se conseguir vir a promover uma inclusão de sucesso, onde estas crianças tenham de facto igualdade de oportunidades.
In what Education is concerned, carrying a cerebral palsy is to have a permanent Special Education Need of motor control. Due to the complexity and the different types of this disorder this handicap can be a barrier to the acquisition of literacy. Considering that these children are in a situation of inclusion in the Educational System in accordance with Decree-Law No. 3/2008, of January 7, we considered relevant to study the attitude of elementary school teachers faced with the inclusion of children with cerebral palsy in the regular class. As we all know is the primary teacher’s responsibility the first role to provide literacy to children. Dealing with children with this problem in the context of class, where programs and curricula are so extensive and laborious, it is not an easy task. Therefore, it is urgent to demystify some taboos, in order to obtain an inclusion of success, where these children have, in fact, equal opportunities.
In what Education is concerned, carrying a cerebral palsy is to have a permanent Special Education Need of motor control. Due to the complexity and the different types of this disorder this handicap can be a barrier to the acquisition of literacy. Considering that these children are in a situation of inclusion in the Educational System in accordance with Decree-Law No. 3/2008, of January 7, we considered relevant to study the attitude of elementary school teachers faced with the inclusion of children with cerebral palsy in the regular class. As we all know is the primary teacher’s responsibility the first role to provide literacy to children. Dealing with children with this problem in the context of class, where programs and curricula are so extensive and laborious, it is not an easy task. Therefore, it is urgent to demystify some taboos, in order to obtain an inclusion of success, where these children have, in fact, equal opportunities.
Descrição
Orientação: Rafael Silva Pereira
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, PARALISIA CEREBRAL, NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCAÇAO INCLUSIVA, EDUCATION, SPECIAL EDUCATION, CEREBRAL PALSY, SPECIAL EDUCATIONAL NEEDS, INCLUSIVE EDUCATION