Intervenção junto de alunos com necessidades educativas especiais e da sua turma na disciplina de história e geografia de Portugal
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2013
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O presente trabalho teve como finalidade a inclusão de três alunos com Necessidades Educativas Especiais na disciplina de História e Geografia de Portugal, partindo da seguinte questão: Numa turma do sexto ano de escolaridade do ensino básico com vinte e cinco alunos, três têm Necessidades Educativas Especiais, que estratégias se mostram mais adequadas na efetivação das aprendizagens correspondentes aos conteúdos do programa da disciplina de História e Geografia de Portugal? A partir da questão de partida, a intervenção propôs-se a atingir os seguintes objetivos: identificar as necessidades dos alunos com Necessidades Educativas Especiais em contexto de sala de aula, na disciplina de História e Geografia de Portugal; contribuir para o sucesso de três alunos do sexto ano de escolaridade com Necessidades Educativas Especiais na disciplina de História e Geografia de Portugal.
Para o desenvolvimento da intervenção, elegeu-se na área de História e Geografia de Portugal, o tema: “Do Portugal do século XVIII à consolidação da sociedade liberal”, subdividindo-se em dois subtemas: “Império e monarquia absoluta do século XVIII” e; “1820 e o Liberalismo”. Privilegiou-se a especificidade da turma, a socialização e a inclusão dos alunos com Necessidades Educativas Especiais.
A salientar, o seguimento da evolução dos alunos com Necessidades Educativas Especiais, quer na aprendizagem dos conteúdos programáticos da disciplina, quer na socialização com o grupo.
The present study aimed to carry out the inclusion of three students with Special Educational Needs in the subject of History and Geography of Portugal, from the following issue: in a sixth year class of basic education schooling with twenty-five students, where three of them have Special Educational Needs, which strategies are most appropriate in the effectuation of the learning process corresponding to the content of the syllabus of History and Geography of Portugal? From this point, the intervention aimed to achieve the following aims: to identify the needs of the pupils with Special Educational Needs in the classroom context, in the subject of History and Geography of Portugal; to contribute to the success of these three sixth grade students with Special Educational Needs in the referred subject. In order to develop the intervention, the theme "From the 18th century Portugal to the consolidation of liberal society” was elected, subdivided into two sub-topics: "Empire and Absolute Monarchy in the 18th century " and “1823 and the Liberalism”. The specificity of the class has been privileged, as well as the socialization process and the inclusion of students with Special Educational Needs. It’s important to emphasize the development follow-up of the pupils with Special Educational Needs, both in the learning process of the mentioned subject contents and in socializing with the group.
The present study aimed to carry out the inclusion of three students with Special Educational Needs in the subject of History and Geography of Portugal, from the following issue: in a sixth year class of basic education schooling with twenty-five students, where three of them have Special Educational Needs, which strategies are most appropriate in the effectuation of the learning process corresponding to the content of the syllabus of History and Geography of Portugal? From this point, the intervention aimed to achieve the following aims: to identify the needs of the pupils with Special Educational Needs in the classroom context, in the subject of History and Geography of Portugal; to contribute to the success of these three sixth grade students with Special Educational Needs in the referred subject. In order to develop the intervention, the theme "From the 18th century Portugal to the consolidation of liberal society” was elected, subdivided into two sub-topics: "Empire and Absolute Monarchy in the 18th century " and “1823 and the Liberalism”. The specificity of the class has been privileged, as well as the socialization process and the inclusion of students with Special Educational Needs. It’s important to emphasize the development follow-up of the pupils with Special Educational Needs, both in the learning process of the mentioned subject contents and in socializing with the group.
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Orientação: Rosa Serradas Duarte
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO ESPECIAL, NECESSIDADES EDUCATIVAS ESPECIAIS, INCLUSÃO ESCOLAR, EDUCAÇÃO INCLUSIVA, EDUCATION, SPECIAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, SCHOOL INCLUSION, INCLUSIVE EDUCATION