Transição para a vida activa e inclusão de uma aluna com défice cognitivo
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2009
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O professor de educação especial, guiando os seus alunos, incluindo os que têm necessidades educativas especiais, deve ser como o maestro a dirigir os músicos numa orquestra, cada qual tocando o seu instrumento. Sempre que haja diferentes estilos de aprendizagem e ritmos de trabalho, a diferenciação inclusiva deve ocorrer inevitavelmente na sala de aula. Assim, cada tarefa deve ser executada por todos os alunos, cada um trabalhando de acordo com as suas capacidades. Em conjunto, o aluno aprende a partilhar tarefas, a respeitar o outro e a si próprio, ficando mais apto para a vivência na comunidade circundante.
Os jovens com défice cognitivo são cidadãos que usufruem de direitos e cumprem deveres como qualquer outro jovem. Conhecedores deste facto, interviemos junto de uma aluna de 17 anos que frequenta um Centro Educacional e reside numa Instituição. A intervenção, fundamentada nos fundamentos conceptuais e nos procedimentos da investigação-acção, que teve lugar no seio de um grupo de sete alunos com problemáticas várias, decorreu no âmbito da área do desenvolvimento vocacional e numa perspectiva de transição para a vida activa. Orientámos a intervenção numa perspectiva dinâmica e circular de acção e reflexão, de acordo com os pressupostos que referimos. Traçámos os objectivos e estabelecemos um plano de acção. Procedemos ao registo semanal de todas as tarefas realizadas durante quatro meses, para que de um modo sistemático, pudéssemos agir de forma coerente, mediar a intervenção e reformular estratégias.
Podemos concluir que a intervenção decorreu com sucesso, uma vez que atingimos os objectivos traçados relacionados com o desenvolvimento de tarefas de transição para a vida activa e a promoção do trabalho de grupo.
The teacher of special education, leading all his students including those with special needs, must be like a conductor in an orchestra conducting his musicians each one playing his instrument. Whenever there are both different style learning and rhythms of working, differentiation must occur in the classroom, inevitably. Thus, each task must be performed by all students, each one working according to his abilities. The student in a group can learn to share tasks, get respect from himself and the others, and become enable to live in society as well. Youngsters with deficiency benefit from rights and fulfill one’s duty as other citizens in general. According to this idea, we have worked with a seventeenth year-old girl who is in an Educational Centre and lives in an Institution. The project, based on the concepts and procedures of investigation- action, was related to the vocational development area in a perspective to the active life, occurred within a group of seven students having several problems. It has been a cyclic and dynamic process of action /reflexion where we defined some objectives and established a plan of action according to the procedures referred above. We did also the weekly register of all tasks performed for four months so that we could in a systematic way lead the project and review the strategies whenever necessary, always reflecting and evaluating each step. We may conclude that it has been a successful project, because we accomplished the aims related to tasks development in a perspective to the active life and the group work promotion.
The teacher of special education, leading all his students including those with special needs, must be like a conductor in an orchestra conducting his musicians each one playing his instrument. Whenever there are both different style learning and rhythms of working, differentiation must occur in the classroom, inevitably. Thus, each task must be performed by all students, each one working according to his abilities. The student in a group can learn to share tasks, get respect from himself and the others, and become enable to live in society as well. Youngsters with deficiency benefit from rights and fulfill one’s duty as other citizens in general. According to this idea, we have worked with a seventeenth year-old girl who is in an Educational Centre and lives in an Institution. The project, based on the concepts and procedures of investigation- action, was related to the vocational development area in a perspective to the active life, occurred within a group of seven students having several problems. It has been a cyclic and dynamic process of action /reflexion where we defined some objectives and established a plan of action according to the procedures referred above. We did also the weekly register of all tasks performed for four months so that we could in a systematic way lead the project and review the strategies whenever necessary, always reflecting and evaluating each step. We may conclude that it has been a successful project, because we accomplished the aims related to tasks development in a perspective to the active life and the group work promotion.
Descrição
Orientação: Maria Odete Emygdio da Silva
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, DÉFICE COGNITIVO, EDUCATION, SPECIAL EDUCATION, SCHOOL INCLUSION, COGNITIVE DEFICIT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS