Paralisia cerebral : estudo de caso
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2012
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Segundo Cahuzac (1985), a Paralisia Cerebral é definida por “Desordem permanente e não imutável da postura e do movimento, devido a uma disfunção do cérebro antes que o seu crescimento e desenvolvimento estejam completos”
A inclusão de crianças com Paralisia Cerebral deve ser uma realidade, pois todos têm o direito a uma igualdade de oportunidades. A sua educação deve ser de qualidade, tendo em atenção as necessidades de cada uma e os seus interesses.
A educação especializada deve ser aplicada o mais precocemente possível, independentemente destes alunos apresentarem ou não défice cognitivo, uma vez que são portadores de limitações cruciais para a sua sobrevivência em sociedade.
De modo a colmatar estas perturbações é necessária a intervenção dos Pais, Professores e Técnicos Especializados.
Este tipo de intervenção permite reduzir muitos distúrbios emocionais, visando melhorar a autonomia, linguagem, motivação, valorização pessoal e autoimagem das crianças com Paralisia Cerebral.
Toda a pesquisa baseia-se na indagação da necessidade de parceria entre Pais, Professores e Técnicos especializados e da importância das tecnologias assistivas nestas crianças, uma vez que é através dessa parceria que a criança beneficia de um processo de ensino/aprendizagem com continuidade, diminuindo assim as suas limitações. Para tal, é necessário adotar estratégias conjuntas que estimulem a adequação de comportamentos nos diferentes contextos.
According to Cahuzac (1985), Cerebral Palsy is defined as “Permanent and immutable disorder of posture and movement, due to a dysfunction of the brain before its development and growth are complete.” The inclusion of children with Cerebral Palsy must be a matter of fact, for everyone has the right to equal opportunities. Their education must be one with quality, bearing in mind the needs of each child and its interests. This specialised education should be applied as precociously as possible, whether these students reveal or not a cognitive deficit, seeing as they are bearers of limitations crucial to their survival in society. In order to lessen these disturbances the intervention of Parents, Teachers and Specialised Technicians is necessary. This kind of intervention allows for the reduction of many emotional disturbances, aiming to improve autonomy, language, motivation, personal recognition, and self-respect of children with Cerebral Palsy. Every research has its basis on the inquiry of the necessity for a partnership between Parents, Teachers and Specialised Technicians and on the importance of assisting technologies in these children, as it is through this partnership that the child may benefit from an enduring teaching/learning process, thus diminishing their limitations. For such, it is necessary to adopt joint strategies that motivate the adjustment of behaviours in each different context.
According to Cahuzac (1985), Cerebral Palsy is defined as “Permanent and immutable disorder of posture and movement, due to a dysfunction of the brain before its development and growth are complete.” The inclusion of children with Cerebral Palsy must be a matter of fact, for everyone has the right to equal opportunities. Their education must be one with quality, bearing in mind the needs of each child and its interests. This specialised education should be applied as precociously as possible, whether these students reveal or not a cognitive deficit, seeing as they are bearers of limitations crucial to their survival in society. In order to lessen these disturbances the intervention of Parents, Teachers and Specialised Technicians is necessary. This kind of intervention allows for the reduction of many emotional disturbances, aiming to improve autonomy, language, motivation, personal recognition, and self-respect of children with Cerebral Palsy. Every research has its basis on the inquiry of the necessity for a partnership between Parents, Teachers and Specialised Technicians and on the importance of assisting technologies in these children, as it is through this partnership that the child may benefit from an enduring teaching/learning process, thus diminishing their limitations. For such, it is necessary to adopt joint strategies that motivate the adjustment of behaviours in each different context.
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Orientação: Cristina Saraiva
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EDUCAÇÃO, EDUCAÇÃO ESPECIAL, PARALISIA CEREBRAL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCATION, SPECIAL EDUCATION, CEREBRAL PALSY