Confinamento e intervenção : estudo de caso de um aluno com necessidades educativas em tempos de Covid-19
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2022
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A pandemia Covid-19 veio acentuar a vulnerabilidade das pessoas com deficiência. Para
garantir uma aprendizagem inclusiva e equitativa de qualidade, urge aplicar estratégias de
aprendizagem cooperativa e de interação interpares, dificultadas pela modalidade de ensino a
distância. Neste contexto, o presente trabalho foca-se no estudo de caso de um aluno portador
de uma patologia congénita rara, a Síndrome de Dandy-Walker, à qual está associada a
Dificuldade Intelectual e Desenvolvimental. Por ser considerado doente de risco, beneficia de
um plano de desenvolvimento de aprendizagens em E@D ao abrigo do Despacho nº 8553-
A/2020, de 4 de setembro. Revelando-se pertinente pela sua atualidade e singularidade, esta
investigação, de natureza qualitativa, procurou indagar sobre as perceções e as expectativas de
alguns dos intervenientes implicados, bem como sobre as estratégias pedagógicas
implementadas. Como técnicas e instrumentos de recolha de dados utilizou-se a observação, a
entrevista semiestruturada, e a pesquisa documental, cuja análise de conteúdo permitiu
constatar que esta modalidade de ensino não parece ser a melhor solução para alunos com
necessidades educativas. Para estes alunos, é fundamental a presença física dos professores,
assistentes operacionais e terapeutas, enquanto promotores do seu desenvolvimento cognitivo motor, e dos colegas enquanto elementos basilares para o seu bem-estar mental e emocional.
The Covid-19 pandemic has accentuated the vulnerability of people with disabilities. To ensure inclusive and equitable quality learning, it is urgent to apply cooperative learning strategies and peer interaction, hampered by the modality of distance learning. In this context, the present work focuses on the case study of a student with a rare congenital pathology, Dandy-Walker Syndrome, which is associated with Intellectual and Developmental Difficulty. Because he is considered a patient at risk, he benefits from a E@D learning development plan under Order No. 8553-A/2020 of 4 September. Proving to be relevant for its timeliness and uniqueness, this qualitative investigation sought to ask about the perceptions and expectations of some of the actors involved, as well as about the pedagogical strategies implemented. As techniques and instruments of data collection, observation, semi-structured interview, and documentary research were used, whose content analysis allowed us to verify that this type of teaching does not seem to be the best solution for students with educational needs. For these students, the physical presence of teachers, operational assistants and therapists, as promoters of their cognitive-motor development, and of colleagues as fundamental elements for their mental and emotional well-being is fundamental.
The Covid-19 pandemic has accentuated the vulnerability of people with disabilities. To ensure inclusive and equitable quality learning, it is urgent to apply cooperative learning strategies and peer interaction, hampered by the modality of distance learning. In this context, the present work focuses on the case study of a student with a rare congenital pathology, Dandy-Walker Syndrome, which is associated with Intellectual and Developmental Difficulty. Because he is considered a patient at risk, he benefits from a E@D learning development plan under Order No. 8553-A/2020 of 4 September. Proving to be relevant for its timeliness and uniqueness, this qualitative investigation sought to ask about the perceptions and expectations of some of the actors involved, as well as about the pedagogical strategies implemented. As techniques and instruments of data collection, observation, semi-structured interview, and documentary research were used, whose content analysis allowed us to verify that this type of teaching does not seem to be the best solution for students with educational needs. For these students, the physical presence of teachers, operational assistants and therapists, as promoters of their cognitive-motor development, and of colleagues as fundamental elements for their mental and emotional well-being is fundamental.
Descrição
Orientação: Rosa Serradas Duarte
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, CIDADÃOS COM DEFICIÊNCIA, NECESSIDADES EDUCATIVAS ESPECIAIS, ENSINO À DISTÂNCIA, EDUCAÇÃO INCLUSIVA, SÍNDROME DE DANDY-WALKER, EDUCATION, CITIZENS WITH DISABILITIES, SPECIAL EDUCATIONAL NEEDS, DISTANCE LEARNING, INCLUSIVE EDUCATION, DANDY-WALKER SYNDROME