“Não me deixem de lado…” aluno com síndrome de Asperger: intervenção em contexto inclusivo
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Data
2010
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Este trabalho encontra-se inserido na modalidade de projecto de investigação – acção e pretendeu modificar a situação de um aluno do 11º ano, com a Síndrome de Asperger, que revelava muitas dificuldades ao nível da autonomia e socialização, sendo, por isso, um estudo de caso.
Adoptámos uma abordagem interpretativa/qualitativa. Nos instrumentos de recolha de dados destacamos a recolha documental, a sociometria e as entrevistas.
Através das interacções criadas, alusivas ao ambiente de uma escola inclusiva e à prática de uma educação inclusiva, proporcionámos um ambiente humanizante que facultasse o apoio ao aluno nas áreas que se evidenciavam prioritárias.
Após cada roteiro de actividades procedíamos a um balanço que averiguava o final de um ciclo e o início de outro. Utilizando estratégias como o convite, o desafio e a aposta, observava-se que o aluno cedia à exigência dos pares e, dessa forma, emergia o seu caminho de desenvolvimento. Respeitámos o ritmo do seu progresso. No final da intervenção observámos que as práticas pedagógicas, nomeadamente as actividades realizadas pelos alunos colaboradores no contexto escola e seus arredores, facilitaram a emergência e desenvolvimento de uma comunidade de aprendizagem que possibilitou um desenvolvimento do aluno ao nível da sua socialização e autonomia.
This is part of an investigation – action project, the purpose of which is to alter the situation of an eleventh grade student suffering from Asperger Syndrome who revealed much difficulty as far as his autonomy and socialization are concerned, therefore becoming a study case. We adopted an interpretative / qualitative approach. As to the instruments of data storing, we highlight documental collecting, sociometric testing and interviews. Through the interactions we created, coherent with an inclusive school and educational practice, we provided a humanizing environment that would allow for student support in the priority areas. After each activity itinerary we would evaluate the process to determine the end of a cycle and the beginning of another. Through strategies such as inviting, challenging and betting, we witnessed the student giving in to the demands of his peers and to the emergence of the way to his development. His progress rhythm was respected. At the end of our intervention we could testify that the pedagogical practices, namely the activities held by the collaborative students in the school area and in its surroundings, made it easier for us to create and develop a learning community that allowed for the student to develop socially and autonomously.
This is part of an investigation – action project, the purpose of which is to alter the situation of an eleventh grade student suffering from Asperger Syndrome who revealed much difficulty as far as his autonomy and socialization are concerned, therefore becoming a study case. We adopted an interpretative / qualitative approach. As to the instruments of data storing, we highlight documental collecting, sociometric testing and interviews. Through the interactions we created, coherent with an inclusive school and educational practice, we provided a humanizing environment that would allow for student support in the priority areas. After each activity itinerary we would evaluate the process to determine the end of a cycle and the beginning of another. Through strategies such as inviting, challenging and betting, we witnessed the student giving in to the demands of his peers and to the emergence of the way to his development. His progress rhythm was respected. At the end of our intervention we could testify that the pedagogical practices, namely the activities held by the collaborative students in the school area and in its surroundings, made it easier for us to create and develop a learning community that allowed for the student to develop socially and autonomously.
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Orientação: Jorge Serrano
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, SOCIALIZAÇÃO, SÍNDROME DE ASPERGER, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO ESPECIAL, EDUCATION, INCLUSIVE EDUCATION, SOCIALIZATION, ASPERGER'S SYNDROME, SPECIAL EDUCATION