Inclusão no Jardim de Infância : porta para o sucesso da inclusão no 1º ciclo
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Data
2012
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Este trabalho desenvolve-se no âmbito do mestrado em educação especial, domí-nio cognitivo e motor. Trata-se de um projeto de intervenção emergente do trabalho diário como educadora de infância, num agrupamento vertical de escolas que segue um modelo inclusivo.
O projeto centrou-se numa aluna do pré-escolar em vias de ingressar no 1º ciclo e nas estratégias e atividades envolvidas na preparação e sucesso desse ingresso.
Nesse sentido tornou-se necessário pesquisar sobre a problemática específica da aluna, sobre práticas inclusivas e sobre métodos e metodologias de intervenção. Isto é, investigou-se sobre paralisia cerebral, escola inclusiva, no modo como se podem articular estas duas questões, sobre pedagogia diferenciada e diferenciação pedagógica e ainda sobre as linhas de orientação para o pré-escolar e sobre as metas a atingir no fim desse ciclo.
Desenvolveu-se um processo em que se utilizaram os procedimentos da investiga-ção/ação através de vários instrumentos (pesquisa documental, entrevista, testes sociomé-tricos e observação naturalista) a partir dos quais se elaborou um projeto que foi posto em prática ao longo do ano letivo de 2010/2011.
Pode constatar-se no fim da intervenção que os resultados foram positivos, pois permitiram à aluna alcançar os objetivos inicialmente previstos, atingindo as metas da edu-cação pré-escolar e ingressar no 1º ciclo.
Foram surgindo novas questões, entre elas a necessidade de promover de forma mais intensa a participação da família e a continuidade do trabalho desenvolvido após uma mudança de ciclo, e portanto, do grupo e dos professores.
This work is undertaken within a Masters in Special Education, focusing on cognitive and motor skills. An intervention project is developed. The project grew out of the daily prac-tice of an early childhood educator working in 4 schools, linked vertically, that follow an inclu-sive educational model. The project focuses on the transition of a female student from preschool to primary school; the strategies and activities designed to prepare her transition and the subsequent success of her transition are studied. In order to understand better the specific case of the student, background research on inclusive teaching models, intervention methods and methodologies is carried out. More specifically, this research addresses issues relating to cerebral palsy and inclusive schooling as well as differentiated pedagogy and pedagogical differentiation/adaptive instruction, pre-school educational guidelines and learning goals for the end of this cycle. An action-research approach was adopted. Data sources included secondary sources, interviews, socio-metric tests, and participant observation. On the basis of these data a teaching-learning project was developed and implemented over the course of the ac-ademic year 2010/2011. The results of intervention project were positive, enabling the student to attain the goals that had initially been set, achieving the goals of preschool and joining primary school. Nevertheless, new issues arose, which included the need to foster greater involve-ment by the family and to ensure continuity in the learning process following the student’s transition to a new educational cycle, group/peers and teacher
This work is undertaken within a Masters in Special Education, focusing on cognitive and motor skills. An intervention project is developed. The project grew out of the daily prac-tice of an early childhood educator working in 4 schools, linked vertically, that follow an inclu-sive educational model. The project focuses on the transition of a female student from preschool to primary school; the strategies and activities designed to prepare her transition and the subsequent success of her transition are studied. In order to understand better the specific case of the student, background research on inclusive teaching models, intervention methods and methodologies is carried out. More specifically, this research addresses issues relating to cerebral palsy and inclusive schooling as well as differentiated pedagogy and pedagogical differentiation/adaptive instruction, pre-school educational guidelines and learning goals for the end of this cycle. An action-research approach was adopted. Data sources included secondary sources, interviews, socio-metric tests, and participant observation. On the basis of these data a teaching-learning project was developed and implemented over the course of the ac-ademic year 2010/2011. The results of intervention project were positive, enabling the student to attain the goals that had initially been set, achieving the goals of preschool and joining primary school. Nevertheless, new issues arose, which included the need to foster greater involve-ment by the family and to ensure continuity in the learning process following the student’s transition to a new educational cycle, group/peers and teacher
Descrição
Orientação: Rosa Serradas Duarte
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, PARALISIA CEREBRAL, ESCOLAS, FAMÍLIA, SOCIEDADE, EDUCATION, INCLUSIVE EDUCATION, CEREBRAL PALSY, FAMILY, SCHOOLS, SOCIETY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR