Hiperactividade, desafio da prática pedagógica
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2012
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O Trabalho de Projeto apresentado foi realizado no âmbito do Mestrado em Ciências da Educação: Educação Especial – domínio cognitivo e motor, na Universidade Lusófona de Humanidades e Tecnologias. A intervenção foi desenvolvida numa turma de primeiro ano, em que uma das crianças era considerada hiperativa com um atraso no desenvolvimento.
Neste projeto foi utilizada a metodologia de investigação-ação, partindo da identificação da situação problemática, numa perspetiva de avaliação e diagnóstico, seguindo-se as várias etapas do processo de intervenção: planificação, intervenção e avaliação/reflexão. Procurou-se proporcionar à turma uma aprendizagem inclusiva, visando um trabalho desenvolvido com o grupo e para o grupo.
Delineou-se um plano de ação procurando promover situações que levassem os alunos a inter-relacionarem-se, desenvolvendo no grupo e com o grupo as capacidades a nível social e académico. Para tal, houve o cuidado de criar situações de diálogo, espírito cooperativo, troca de conhecimentos e experiências, fomentando assim, a curiosidade de as crianças aprenderem a descobrir e desenvolver o gosto de falar, ler e escrever. Procedeu-se à implementação de estratégias educativas adequadas a todos os elementos do grupo e ao envolvimento das famílias no processo educativo dos alunos.
Os resultados obtidos no projeto desenvolvido permitiram verificar aprendizagens significativas em todo o grupo, nas áreas social e académica. Esta intervenção proporcionou ainda a oportunidade de reflexão de modo a reajustar a prática educativa às necessidades da turma.
The project presented was performed as part of a Master for Education Sciences: Special Education – for the cognitive and motor domain, for Universidade Lusófona de Humanidades e Tecnologias. This case was developed in a first grade class with a child that was considered hyperactive and with a developmental delay. A methodology of research-action was used in this project, starting out by identifying the problematic situation, from an assessment and diagnosis perspective, followed by the various stages of the intervention process: planning, intervention and evaluation / reflection. There was an effort to give the class an inclusive learning in order to work with a group and for the group. An action plan was outlined in order to provide conditions that would lead the students to interact, developing with the group and for the group social and academic skills. To achieve this, there was an effort to create conditions for dialogue, cooperative spirit, knowledge and experience sharing, thereby fostering the children’s curiosity to learn, discover and wish to speak, read and write. This was followed by the implementation of appropriate educational strategies for all elements of the group and the involvement of the families in students’ education process. The results obtained by this project showed significant learning across the group, in both social and academic areas. This intervention also provided an opportunity to reflect and readjust the educational practices to the needs of the class.
The project presented was performed as part of a Master for Education Sciences: Special Education – for the cognitive and motor domain, for Universidade Lusófona de Humanidades e Tecnologias. This case was developed in a first grade class with a child that was considered hyperactive and with a developmental delay. A methodology of research-action was used in this project, starting out by identifying the problematic situation, from an assessment and diagnosis perspective, followed by the various stages of the intervention process: planning, intervention and evaluation / reflection. There was an effort to give the class an inclusive learning in order to work with a group and for the group. An action plan was outlined in order to provide conditions that would lead the students to interact, developing with the group and for the group social and academic skills. To achieve this, there was an effort to create conditions for dialogue, cooperative spirit, knowledge and experience sharing, thereby fostering the children’s curiosity to learn, discover and wish to speak, read and write. This was followed by the implementation of appropriate educational strategies for all elements of the group and the involvement of the families in students’ education process. The results obtained by this project showed significant learning across the group, in both social and academic areas. This intervention also provided an opportunity to reflect and readjust the educational practices to the needs of the class.
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Orientação: Isabel Sanches
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, HIPERATIVIDADE, EDUCATION, INCLUSIVE EDUCATION, HIPERACTIVITY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR