Modelo TEACCH : intervenção pedagógica em crianças com perturbações do espetro do autismo
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2012
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É cada vez mais da responsabilidade da escola, garantir políticas de educação de sucesso, dando resposta a todas as crianças, fomentando desta forma a inclusão. Todo o corpo docente deve estar mais apto e sensibilizado para garantir a integração de crianças com necessidades educativas especiais.
Este estudo não poderia ser realizado sem a colaboração de educadores e professores das escolas de Primeiro Ciclo com Jardim de Infância do Agrupamento de Escolas de Águas Santas Concelho da Maia e das professoras da Unidade de Ensino Estruturado da Escola Básica do Primeiro Ciclo com Jardim de Infância do Carvalhal – Agrupamento Vertical de São Lourenço Concelho de Valongo, a quem foram, maioritariamente, aplicados os questionários.
Sendo este estudo de natureza teórica – prática, numa primeira fase deliberou-se o enquadramento teórico, em que se abordaram vários pontos pertinentes numa tentativa de melhor enquadrar a temática das Perturbações do Espetro do Autismo, e de encontrar possíveis estratégias a desenvolver neste âmbito.
Neste caso mais específico, é apresentado o ensino estruturado – Modelo TEACCH, para dar resposta a crianças portadoras desta síndrome, ou seja como forma de intervenção pedagógica de forma a garantir um maior sucesso ao nível do desenvolvimento das crianças portadoras de Perturbações do Espetro do Autismo.
Numa segunda fase, apresentámos a análise dos resultados obtidos através do método quantitativo, pois recorremos à aplicação de questionários compostos por perguntas fechadas, que foram aplicados a 81 educadores/professores, incluindo os do ensino regular e os da educação especial. Assim, foi-nos possível delinear algumas conclusões face aos objetivos a que nos propusemos.
It is increasingly the responsibility of the school to promote education policies that ensure success, responding to all children, thus fostering inclusion. Every teacher must be aware and able to provide the integration of children with special educational needs. This project would not have been accomplished without the help of the kindergarten teachers and the school teachers of the first cycle with kindergarten schools from Águas Santas group of schools, city of Maia, and the teachers from the Structured Teaching Unit of the first cycle with kindergarten school of Carvalhal, vertical group of schools of São Lourenço, city of Valongo, to whom the questionnaires were mostly applied. Since this project has a theory - practice nature, initially we deliberated the theoretical framework, which addresses several pertinent points in an attempt to best fit the theme of the spectrum disorders of autism, and to find possible strategies to develop in this area. In this specific case, it´s presented the structured teaching – Teacch program, as a response to children with this syndrome, to ensure a greater success in their development. In a second step, we present an analysis of the results obtained by the quantitative method, because we resorted to the use of questionnaires consisting of closed questions that were applied to 81 preschool teacher / teachers, including regular education and special education. Therefore, we were able to draw some conclusions from the goals we set ourselves.
It is increasingly the responsibility of the school to promote education policies that ensure success, responding to all children, thus fostering inclusion. Every teacher must be aware and able to provide the integration of children with special educational needs. This project would not have been accomplished without the help of the kindergarten teachers and the school teachers of the first cycle with kindergarten schools from Águas Santas group of schools, city of Maia, and the teachers from the Structured Teaching Unit of the first cycle with kindergarten school of Carvalhal, vertical group of schools of São Lourenço, city of Valongo, to whom the questionnaires were mostly applied. Since this project has a theory - practice nature, initially we deliberated the theoretical framework, which addresses several pertinent points in an attempt to best fit the theme of the spectrum disorders of autism, and to find possible strategies to develop in this area. In this specific case, it´s presented the structured teaching – Teacch program, as a response to children with this syndrome, to ensure a greater success in their development. In a second step, we present an analysis of the results obtained by the quantitative method, because we resorted to the use of questionnaires consisting of closed questions that were applied to 81 preschool teacher / teachers, including regular education and special education. Therefore, we were able to draw some conclusions from the goals we set ourselves.
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Orientação: Horácio Pires Gonçalves Ferreira Saraiva
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, AUTISMO, EDUCATION, SPECIAL EDUCATION, AUTISM, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, INCLUSÃO ESCOLAR, SCHOOL INCLUSION