A criança com autismo: os desafios da inclusão escolar
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2010
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O presente trabalho assenta numa abordagem de investigação – acção onde pretendemos mostrar a importância do movimento da Inclusão de Crianças com Necessidades Educativas Especiais nas nossas escolas e a forma como os professores devem actuar face à diversidade grupo. Conscientes da importância da Inclusão, direccionámos o nosso trabalho para o terreno e tentámos implementar práticas mais inclusivas.
A realização do trabalho empírico foi feita em contexto de creche, de natureza privada, na cidade de Santarém. O grupo é constituído por cinco crianças, quatro meninos e uma menina, sendo que a menina é portadora de autismo.
Face às características grupo e, particularmente da criança - alvo, foi elaborado um plano de intervenção, na área da comunicação, flexível e adequado ao tipo das suas competências, tendo sido definidos metas e objectivos concretos e viáveis.
Os resultados encontrados indicam que a implementação de práticas inclusivas contribuiu para um progresso significativo do desenvolvimento na criança - alvo bem como no grupo de referência.
The current report relies on a research approach – action where the importance of Inclusion of Children with Special Educational Needs in our schools and the way teachers should act facing group diversity is shown. Being aware of this Inclusion, our report was aimed at field work as well as carrying out more inclusive tasks. The empirical work was made within the context of a nursery, with private nature, in the city of Santarém. There are five children in the group, four boys and a girl, who is an autistic. Regarding the characteristics of the group, and particularly of the target child, an intervention plan was made. It was created within the area of communication and it is flexible and adequate to the type of competences the target child has. It also encloses concrete and viable goals. The results found show that the enforcement of the inclusive tasks has contributed to a significant progress within the development of the target child as well as of the group of reference.
The current report relies on a research approach – action where the importance of Inclusion of Children with Special Educational Needs in our schools and the way teachers should act facing group diversity is shown. Being aware of this Inclusion, our report was aimed at field work as well as carrying out more inclusive tasks. The empirical work was made within the context of a nursery, with private nature, in the city of Santarém. There are five children in the group, four boys and a girl, who is an autistic. Regarding the characteristics of the group, and particularly of the target child, an intervention plan was made. It was created within the area of communication and it is flexible and adequate to the type of competences the target child has. It also encloses concrete and viable goals. The results found show that the enforcement of the inclusive tasks has contributed to a significant progress within the development of the target child as well as of the group of reference.
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Orientação: Jorge Manuel de Melo Serrano
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EDUCAÇÃO, INCLUSÃO ESCOLAR, AUTISMO, INTERVENÇÃO PRECOCE, NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCATION, SCHOOL INCLUSION, AUTISM, EARLY INTERVENTION, SPECIAL EDUCATIONAL NEEDS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR