Eu existo e estou aqui! : Intervenção junto de uma jovem com necessidades educativas especiais e melhoria do envolvimento parental
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Data
2011
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Resumo
O trabalho que aqui se apresenta pretende mostrar as estratégias e actividades utilizadas com uma jovem com Necessidades Educativas Especiais, pertencente a um meio sócio-económico-cultural desfavorecido, cuja mãe e Encarregada de Educação não compreende nem valoriza o papel da escola a par de manifestar baixas expectativas face às competências académicas da sua filha o que a leva a não investir na vida escolar da mesma.
Foram realizadas diversas diligências no sentido de se fazer um levantamento acerca de toda a problemática que envolve a aluna. Para tal foi consultada documentação diversa referente ao meio, à escola, à turma e à aluna, aplicação de questionários e entrevistas a pessoas ligadas ao percurso escolar desta jovem, bem como a outro encarregado de educação de um aluno da mesma escola que serviu como termo de comparação.
Após a recolha de toda a informação que considerámos importante, levou-se a cabo à planificação, e a consequente avaliação. Esta intervenção teve como principais propósitos desenvolver o perfil educacional da aluna e modificar a postura da mãe e Encarregada de educação face à Escola e consequentemente fazê-la criar expectativas positivas face à sua educanda o que potenciará a Inclusão da mesma.
The work presented here is intended to show the strategies and activities used with a young girl with Special Educational Needs, belonging to a socio-cultural-economic disadvantaged environment, whose mother, and responsible for her education, do not understand or value the role of school while it expresses low expectations in face of her daughter's academic skills, which leads to under-invest in the same school life. We undertook several initiatives in order to make a survey about the whole issue that surrounds the pupil. For this other documentation was consulted regarding the student’s environment, school, class and the girl itself, questionnaires and interviews with people connected with the girl’s schooling as well as another parent of a student from the same school, which served of a benchmark. After gathering all the information that we consider important, it took out the planning and the subsequent evaluation. This intervention had as main purpose to develop the student's educational profile and changing the posture of the m other and guardians against the School and consequently make it create positive expectations in the face of hers which will give learner the inclusion of the same.
The work presented here is intended to show the strategies and activities used with a young girl with Special Educational Needs, belonging to a socio-cultural-economic disadvantaged environment, whose mother, and responsible for her education, do not understand or value the role of school while it expresses low expectations in face of her daughter's academic skills, which leads to under-invest in the same school life. We undertook several initiatives in order to make a survey about the whole issue that surrounds the pupil. For this other documentation was consulted regarding the student’s environment, school, class and the girl itself, questionnaires and interviews with people connected with the girl’s schooling as well as another parent of a student from the same school, which served of a benchmark. After gathering all the information that we consider important, it took out the planning and the subsequent evaluation. This intervention had as main purpose to develop the student's educational profile and changing the posture of the m other and guardians against the School and consequently make it create positive expectations in the face of hers which will give learner the inclusion of the same.
Descrição
Orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO SOCIAL, NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCATION, SPECIAL EDUCATION, SOCIAL INCLUSION, SPECIAL EDUCATIONAL NEEDS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR