Ao encontro da inclusão: Uma tentativa de promover a autonomia e o sucesso de uma aluna com autismo, na disciplina de Matemática, através de estratégias de aprendizagem cooperativa
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2012
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A Escola Inclusiva é a conquista recente de uma sociedade culta e democrática que vê na educação um campo de luta pelo cumprimento dos direitos à igualdade de todos os cidadãos independentemente das suas características individuais, exigindo uma escola que não discrimine e aceite a diferença.
O trabalho apresentado é decorrente do Projeto de Intervenção, fundamentado na investigação-ação, realizado no âmbito do Curso de 2º ciclo em Educação Especial. Com este projeto quisemos minimizar dificuldades apresentadas por uma aluna com características do espectro do autismo, na área curricular disciplinar de Matemática e da socialização, numa perspectiva inclusiva.
O enquadramento teórico abordou a Educação Inclusiva, a Escola Inclusiva, a Aprendizagem Cooperativa e as Perturbações do Espectro do Autismo.
Como instrumentos, utilizámos a pesquisa documental, a entrevista semi-directiva à professora de Educação Espacial, a observação naturalista e a sociometria.
A planificação global da intervenção, equacionada numa perspectiva de escola inclusiva, foi elaborada a partir do relacionamento/ cruzamento dos dados que resultaram da análise da informação recolhida, avaliados ao longo de todo o processo.
A intervenção permitiu-nos constatar que a aluna fez aprendizagens significativas na área académica e social.
Assim, nesta intervenção, confrontámo-nos com o desafio de práticas educativas, diferenciadas e inclusivas. Estas práticas, por sua vez, contribuíram para que os colegas e pais a olhassem de forma mais optimista e com um maior respeito face à sua problemática.
The Inclusive School is the latest achievement of a cultured and democratic society that sees education as a field of struggle for the fulfillment of equal rights to all citizens regardless of their individual characteristics, requiring a school that does not discriminate and accept the difference. The work presented is a result of the Intervention Project, based on action-research, conducted within the 2nd cycle courses in Special Education. With this project we wanted to minimize the difficulties presented by a student with autism spectrum characteristics in the area of mathematics curriculum and disciplinary socialization, an inclusive perspective. The theoretical framework discussed Inclusive Education to Inclusive School, Cooperative Learning and Autism Spectrum Disorders. As instruments, we used documentary research, the semi-directive for Space Education teacher, naturalist observation and sociometry. The overall planning of the intervention, equated perspective of an inclusive school, was drawn from the relationship / intersection of the data that resulted from the analysis of information collected, evaluated throughout the process. The intervention allowed us to conclude that the student has significant learning in the academic and social. Thus, this intervention, we were faced with the challenge of educational practices, differentiated and inclusive. This, in turn, contributed to colleagues and parents looked more optimistic and with greater respect in the face of their problems.
The Inclusive School is the latest achievement of a cultured and democratic society that sees education as a field of struggle for the fulfillment of equal rights to all citizens regardless of their individual characteristics, requiring a school that does not discriminate and accept the difference. The work presented is a result of the Intervention Project, based on action-research, conducted within the 2nd cycle courses in Special Education. With this project we wanted to minimize the difficulties presented by a student with autism spectrum characteristics in the area of mathematics curriculum and disciplinary socialization, an inclusive perspective. The theoretical framework discussed Inclusive Education to Inclusive School, Cooperative Learning and Autism Spectrum Disorders. As instruments, we used documentary research, the semi-directive for Space Education teacher, naturalist observation and sociometry. The overall planning of the intervention, equated perspective of an inclusive school, was drawn from the relationship / intersection of the data that resulted from the analysis of information collected, evaluated throughout the process. The intervention allowed us to conclude that the student has significant learning in the academic and social. Thus, this intervention, we were faced with the challenge of educational practices, differentiated and inclusive. This, in turn, contributed to colleagues and parents looked more optimistic and with greater respect in the face of their problems.
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Orientação: Maria Odete Emygdio da Silva
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EDUCAÇÃO, APRENDIZAGEM COOPERATIVA, INCLUSÃO SOCIAL, AUTISMO, EDUCATION, COOPERATIVE LEARNING, SOCIAL INTEGRATION, AUTISM, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR