Da unidade de multideficiência para a turma
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2011
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O presente projecto enquadra-se no 2.º ano do 2.º Ciclo do Mestrado em
Educação Especial: Domínio Cognitivo e Motor. Para este 2.º ano, foi-nos proposta uma
aliciante e desafiadora tarefa: mudar uma situação que nos preocupasse no decorrer da
nossa prática profissional.
Após reflectir um pouco sobre a minha situação profissional, Professora de
Educação Especial, numa Unidade Especializada de Apoio à Multideficiência e sobre a
situação escolar das alunas com quem trabalho. Foi fácil chegar à conclusão sobre qual
a situação em que pretendia intervir. Uma das minhas alunas da Unidade, tinha pouco
contacto com a sua turma de referência, pois numa semana ia 4 tempos de 45 minutos a
sua turma, o restante tempo estava na Unidade a desenvolver actividades. Nos períodos
em que a aluna ia à turma, desenvolvia trabalho que levava estipulado da Unidade, pois
a Professora da turma assim o exigiu. Esta situação angustiava-me, pois sentia que a
aluna estava a “perder” por não estar mais tempo em contacto com a sua turma de
referência.
Desta forma, procedi à recolha de dados, adoptando técnicas qualitativas, como
a pesquisa documental, sociometria, entrevista e observação naturalista, que me
permitiram caracterizar a situação de partida. Assim, deparei-me com uma turma que,
segundo a professora tinha como principais problemas: ser bastante heterogénea,
constituída por alunos com diferentes ritmos de aprendizagem, ter quatro alunos de
etnia cigana, com um nível médio dos 14 anos e com um elevado absentismo e outros
quatro alunos que necessitam de um apoio individualizado por parte da professora,
sendo que uma destas alunas apresentava microcefalia e frequentava a Unidade
Especializada de Apoio à Multideficiência.
Esta intervenção teve como resultados: a elaboração de um trabalho de
cooperação da professora de educação especial com a professora de ensino regular e das
actividades extra-curriculares; a participação da aluna considerada NEE, nas actividades
do grupo/turma, promovendo um ambiente de apoio e interajuda, no qual todos
cooperavam para atingir objectivos de grupo; o aumento do tempo de permanência na
aula na escola do regular e a colaboração escola e família.
This project fits into the second year of the Master degree (2nd cycle) in Special Education: Cognitive and Motor Domain. This year we were asked to carry out an attractive and challenging task: to change a situation that worried us during our practice. After meditating about my professional situation - teacher of Special Education, in a Specialized Unit for Support of multiple disabilities and the school situation of the students I work with, it was easy to set my target. One of my students of the Unit, had little contact with her class, during a week she only spent four lessons of 45 minutes with her class, the remaining time was spent in developing activities in the Unit. The teacher of the class demanded that the activities developed in class should be prepared by the unit. This situation caused me considerable distress; I felt that the student was "losing" by not being more time in contact with her class. I collected data, adopting qualitative techniques, such as research documents, Sociometry, interviews and naturalistic observation, which allowed me to characterize the baseline. So, I came upon a group that, according to the teacher, had major problems: to be quite heterogeneous, students with different learning paces, four gypsy students , with an average age of 14 and with a high level of absenteeism and four other students who need individualized support from teachers, and one student with microcephaly who attends the Specialized Unit for Support of multiple disabilities. This intervention had the following results: development of a cooperative work between the special education teacher and the regular education and extra-curricular activities teacher; the participation of the student, considered with special educational needs, in activities of the group / class, promoting a supportive environment in which everyone cooperates to achieve group goals, increasing the time spent in the regular classroom at school and collaboration between school and family, creating positive interactions.
This project fits into the second year of the Master degree (2nd cycle) in Special Education: Cognitive and Motor Domain. This year we were asked to carry out an attractive and challenging task: to change a situation that worried us during our practice. After meditating about my professional situation - teacher of Special Education, in a Specialized Unit for Support of multiple disabilities and the school situation of the students I work with, it was easy to set my target. One of my students of the Unit, had little contact with her class, during a week she only spent four lessons of 45 minutes with her class, the remaining time was spent in developing activities in the Unit. The teacher of the class demanded that the activities developed in class should be prepared by the unit. This situation caused me considerable distress; I felt that the student was "losing" by not being more time in contact with her class. I collected data, adopting qualitative techniques, such as research documents, Sociometry, interviews and naturalistic observation, which allowed me to characterize the baseline. So, I came upon a group that, according to the teacher, had major problems: to be quite heterogeneous, students with different learning paces, four gypsy students , with an average age of 14 and with a high level of absenteeism and four other students who need individualized support from teachers, and one student with microcephaly who attends the Specialized Unit for Support of multiple disabilities. This intervention had the following results: development of a cooperative work between the special education teacher and the regular education and extra-curricular activities teacher; the participation of the student, considered with special educational needs, in activities of the group / class, promoting a supportive environment in which everyone cooperates to achieve group goals, increasing the time spent in the regular classroom at school and collaboration between school and family, creating positive interactions.
Descrição
Orientação: Isabel Rodrigues Sanches da Fonseca
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, APRENDIZAGEM COOPERATIVA, EDUCATION, INCLUSIVE EDUCATION, COOPERATIVE LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, RELAÇÃO ESCOLA-FAMÍLIA, SCHOOL-FAMILY RELATIONSHIP