Promover a inclusão através de uma pedagogia diferenciada centrada na cooperação
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2011
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Este relatório é o resultado de um projecto de investigação – acção, desenvolvido no
contexto da sala de aula de uma escola do primeiro ciclo, que teve início em Fevereiro e
terminou em Junho de dois mil e dez. Tivemos como objecto substantivo actuar e reflectir
sobre o ambiente global dentro da sala de aula, as estratégias de diferenciação centradas no
currículo e as formas de cooperação entre professores. O relatório que se apresenta,
alicerçado na parceria entre professor do ensino regular de uma turma do 1º ano e a
professora de educação especial, teve como ponto de partida as necessidades educativas de
um aluno com Atraso Global de Desenvolvimento - AGD. Em termos de metodologia
utilizámos técnicas qualitativas de recolha de informação. Desenvolvemos pesquisa
documental, com consulta de documentos estruturantes da orientação pedagógica do
Agrupamento e do processo de um aluno, considerado com Necessidades Educativas
Especiais - NEE. Aplicámos dois testes sociométricos ao grupo/turma, fizemos duas
entrevistas formais e uma informal à professora titular de turma e duas observações
naturalistas à turma em período de aula. Para a caracterização inicial e avaliação da
evolução do aluno, relativamente às áreas de desenvolvimento, aplicámos a lista de
comportamentos Portage, no início e no fim da intervenção, e recolhemos informação
relevante junto da sua tutora. O tratamento dos dados permitiu-nos objectivar a situação
problemática ao nível das práticas de inclusão:
- as estratégias de apoio utilizadas na modalidade de Educação Especial que consistem em
retirar da classe por determinados períodos os alunos a atender;
- o clima de sala de aula, onde é utilizado o ensino tradicional, centrado no professor e no
método expositivo, que afasta das interacções e das aprendizagens, os alunos considerados
com Necessidades Educativas Especiais.
Este projecto de investigação – acção, através de uma dinâmica em espiral de planificação,
acção, avaliação, reflexão e acção, promoveu uma dinâmica de parceria entre o professor de
educação especial e o professor do ensino regular, a diferenciação pedagógica inclusiva na
sala de aula e aproximou as práticas da educação especial do terreno da inclusão, activando
as aprendizagens e as relações entre alunos.
This report is the result of an action - project research developed in the context a classroom in a primary school, during the period between February and June of the current year (2010). This action - investigation process aimed at acting and reflecting on the global atmosphere within the classroom as well as on the curriculum centered differentiation strategies and the forms of cooperation among teachers. The present report, based on partnership between a Regular School Teacher of a first grade class and the Special Education Teacher, was focused on the educational needs of a student with Global Developmental Delay (AGD). As methodology we used qualitative techniques of gathering information; we developed desk, document supported research by means of documents aiming to structure a pedagogical tutoring of the Association of Schools and the profile of a student considered with Special Educational Needs (SEN). We have applied two psycometric tests to the class and conducted both two formal and an informal interviews to the Class Tutor. We also developed two temperament based observations to the class in classroom context. For the initial characterization and evaluation of the student’s evolution concerning the areas of development, we applied the list of behaviors Portage, at the beginning and the end of the intervention, and collected relevant information from their Tutor. The processing of data allowed us to objectify the problematic situation as far as (social) inclusion practices are concerned namely: - supporting strategies used in Special Education which consist of withdrawing from the class, for a certain amount of time, the student to be analyzed; - the classroom atmosphere within a class where education is administered in a traditional way that is, teacher centered and based on expository method and which excludes from interaction and the process of learning the students considered with Special Educational Needs. This action-project promoted a dynamic partnership between the Special Education Teacher and the Regular Education Teacher as well as inclusive pedagogical differentiation in the classroom by using a dynamic spiral of planning, evaluation, reflection and action. The same way it approached the practices of Special Education to the inclusion field/ domain thus enabling the learning and relationships between students.
This report is the result of an action - project research developed in the context a classroom in a primary school, during the period between February and June of the current year (2010). This action - investigation process aimed at acting and reflecting on the global atmosphere within the classroom as well as on the curriculum centered differentiation strategies and the forms of cooperation among teachers. The present report, based on partnership between a Regular School Teacher of a first grade class and the Special Education Teacher, was focused on the educational needs of a student with Global Developmental Delay (AGD). As methodology we used qualitative techniques of gathering information; we developed desk, document supported research by means of documents aiming to structure a pedagogical tutoring of the Association of Schools and the profile of a student considered with Special Educational Needs (SEN). We have applied two psycometric tests to the class and conducted both two formal and an informal interviews to the Class Tutor. We also developed two temperament based observations to the class in classroom context. For the initial characterization and evaluation of the student’s evolution concerning the areas of development, we applied the list of behaviors Portage, at the beginning and the end of the intervention, and collected relevant information from their Tutor. The processing of data allowed us to objectify the problematic situation as far as (social) inclusion practices are concerned namely: - supporting strategies used in Special Education which consist of withdrawing from the class, for a certain amount of time, the student to be analyzed; - the classroom atmosphere within a class where education is administered in a traditional way that is, teacher centered and based on expository method and which excludes from interaction and the process of learning the students considered with Special Educational Needs. This action-project promoted a dynamic partnership between the Special Education Teacher and the Regular Education Teacher as well as inclusive pedagogical differentiation in the classroom by using a dynamic spiral of planning, evaluation, reflection and action. The same way it approached the practices of Special Education to the inclusion field/ domain thus enabling the learning and relationships between students.
Descrição
Orientação: Isabel Rodrigues Sanches da Fonseca
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCATION, INCLUSIVE EDUCATION, SPECIAL EDUCATIONAL NEEDS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, DIFERENCIAÇÃO PEDAGÓGICA, PEDAGOGICAL DIFFERENTIATION, INVESTIGAÇÃO-AÇÃO, ACTION RESEARCH