Incluindo alunos com défice cognitivo na sala de aula, através das aprendizagens académicas e sociais
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2010
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O presente Trabalho de Projecto teve como finalidade potenciar o desenvolvimento de
competências académicas ao nível da Língua Portuguesa, associadas ao desenvolvimento das
Competências Sociais, numa turma de 2º e 3ºanos, do 1º ciclo, inserida numa escola do
Distrito de Portalegre.
Partindo do pressuposto que se trata de um projecto que assenta nas premissas da
investigação- acção, procurou-se fazer a caracterização do contexto educativo, em particular
de uma turma, incluindo uma aluna com défice cognitivo, fazendo o levantamento das
metodologias, das estratégias adoptadas e as implicações que a inclusão desses alunos reveste
no processo de ensino-aprendizagem.
Tendo como quadro conceptual de referência a perspectiva inclusiva de Todos os alunos,
implementou-se um conjunto de actividades na área da Língua Portuguesa e das Competências
Sociais, através do trabalho de cooperação e de uma pedagogia de diferenciação pedagógica inclusiva.
As estratégias e os conteúdos adoptados, com valores inerentes à cidadania e ao respeito
pelos outros, permitiram dar resposta a uma turma que apresentava alunos com limitações, ao
nível da leitura e da escrita e nos relacionamentos, incluindo a aluna com défice cognitivo e
potencializando as capacidades de cada aluno.
Como principal conclusão, após análise e reflexão dos resultados, constatámos que os
alunos com incapacidades intelectuais evidenciam melhores resultados quando inseridos na
sala de aula, socializando as aprendizagens.
This project work aims at boosting the development of academic skills at the level of the Portuguese language, linked to the development of Social Skills, a class of 2nd and 3rd year of a cycle, set in a school in the District of Portalegre. Assuming that this is a project based on the premise of action research, we tried to make the characterization of the learning environment, in particular a class, including a student with cognitive impairment, making the survey of the methodologies, strategies adopted and the implications that the inclusion of these students takes the process of teaching and learning. Having the conceptual framework of reference to the inclusive perspective of all students, implemented a set of activities in the Portuguese language and social skills through cooperative work and pedagogy of inclusive pedagogical differentiation. The strategies adopted and content, with values inherent in citizenship and respect for others, allowed to respond to a class that had students with limitations in the reading and writing skills and relationships, including the student with cognitive impairment and leveraging the capabilities of each student. The main conclusion, after analysis and reflection of the results, we found that students with intellectual disabilities showed better results when inserted in the classroom, promoting their learning.
Sanches, Isabel Rodrigues, orient.
This project work aims at boosting the development of academic skills at the level of the Portuguese language, linked to the development of Social Skills, a class of 2nd and 3rd year of a cycle, set in a school in the District of Portalegre. Assuming that this is a project based on the premise of action research, we tried to make the characterization of the learning environment, in particular a class, including a student with cognitive impairment, making the survey of the methodologies, strategies adopted and the implications that the inclusion of these students takes the process of teaching and learning. Having the conceptual framework of reference to the inclusive perspective of all students, implemented a set of activities in the Portuguese language and social skills through cooperative work and pedagogy of inclusive pedagogical differentiation. The strategies adopted and content, with values inherent in citizenship and respect for others, allowed to respond to a class that had students with limitations in the reading and writing skills and relationships, including the student with cognitive impairment and leveraging the capabilities of each student. The main conclusion, after analysis and reflection of the results, we found that students with intellectual disabilities showed better results when inserted in the classroom, promoting their learning.
Sanches, Isabel Rodrigues, orient.
Descrição
Orientação: Isabel Sanches
Palavras-chave
EDUCAÇÃO, DÉFICE COGNITIVO, APRENDIZAGEM COOPERATIVA, INCLUSÃO ESCOLAR, DEFICIÊNCIA MENTAL, EDUCATION, COGNITIVE DEFICIT, COOPERATIVE LEARNING, SCHOOL INCLUSION, MENTAL IMPAIRMENT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, COMPETÊNCIAS SOCIAIS, INVESTIGAÇÃO-AÇÃO, DIFERENCIAÇÃO PEDAGÓGICA, SOCIAL SKILLS, ACTION RESEARCH, CURRICULUM DIFFERENTIATION