Aprender com os outros : uma estratégia para a inclusão de um aluno com Autismo
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2010
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Este Projecto de Intervenção, “Aprender com os outros - uma estratégia para a inclusão de um aluno com autismo”, fundamentado nos pressupostos e nos procedimentos da
investigação-acção, centrou-se nas acções em áreas de maior e menor sucesso do aluno, de
nome fictício “Francisco”, no âmbito da língua portuguesa e da socialização, numa perspectiva inclusiva. Este aluno considerado com necessidades educativas especiais (NEE)
apresentava perturbações do espectro do autismo (PEA), o que, à partida, se repercutia no seu
défice de atenção, na autonomia para a realização das tarefas escolares, na área da linguagem
e da comunicação e na interacção social.
Como as interacções na turma e com a turma são essenciais para a aprendizagem,
propusemo-nos implementar actividades específicas para o desenvolvimento das
competências sociais e cognitivas, com abordagem comportamentalista, numa turma do 3º
ano de escolaridade, onde estava incluído um aluno diagnosticado com PEA. Também
procurámos desenvolver as suas competências académicas, através do trabalho realizado no
grupo e com o grupo-turma, criando as condições que favorecessem a socialização do aluno e
a sua autonomia.
Para atingirmos aqueles objectivos, iniciámos um trabalho a pares e depois em
pequenos grupos, para desta forma incluir o “Francisco” na dinâmica das aulas, para que
participasse nas actividades propostas, obtendo o respeito dos colegas na valorização das suas
intervenções e do seu ritmo de trabalho.
Os objectivos definidos, bem como as actividades realizadas e avaliadas, implicando todos os intervenientes no processo, permitiram que o “Francisco” fizesse aprendizagens
significativas nas áreas, académica, social, da autonomia e da comunicação.
Segundo Silva (2009), a inclusão dos alunos considerados com necessidades
educativas especiais no ensino regular implica mudanças ao nível das atitudes e das práticas
pedagógicas de todos os intervenientes no processo ensino e aprendizagem, da organização e
da gestão na sala de aula e na própria escola enquanto instituição.
Acreditamos que só desta forma se pode proporcionar aos alunos marcados pela
diferença, que é um valor em si mesma (Rodrigues, 2006; Leitão, 2006; Sanches & Teodoro,
2006; Silva, 2009), as mesmas experiências, aprendizagens e vivências que são
proporcionadas aos restantes colegas.
The intervention Project, “ Learning with the others - a strategy for the inclusion of a student with autism”, based on the assumptions and procedures of the action-research, focused on the actions in areas of greater and less er success, of the fictitiously named student “Francisco”, the Portuguese language and socialization, within an inclusive perspective. This student considered with special educational needs (SEN) has autism spectrum disorders (ASD), which, from the outset, causes repercussions on his lack of attention, his autonomy to carry out homework in the area of language and communication and social interaction. As the interactions in class and with the class are essential to learning, we decided to implement specific activities to develop social and cognitive skills, within a behavioral approach, in a 3rd grade class where an ASD dia gnosed student is included. We also tried to develop his academic skills through group work and with the class-group, creating favorable conditions for the student’s socialization and development of autonomy. To achieve these objectives, we began working in pairs and then in small groups, doing so to include “Francisco” in the class dynamics, participating in the proposed activities, therefore earning his colleagues recognition and respect for his interventions and for his work pace in class. The objectives defined, as well as the activ ities carried out and evaluated, involving all actors in the process, allowed “Francisco ” a meaningful learning in the academic, autonomy, communication and social areas. According to Silva (2009), the inclusion of students considered with special educational needs in the regular education system implies changes in the attitudes and teaching practices of all the actors in the lear ning and teaching process, of the organization and management in the classroom and of the school as an institution. We believe this is the only way to provide the students singled out by difference, which is a value in itself (Rodrigues, 2006; Leitão, 2006; Sanches & Teodoro, 2006; Silva, 2009), the same learning and life experiences given to all their other colleagues.
The intervention Project, “ Learning with the others - a strategy for the inclusion of a student with autism”, based on the assumptions and procedures of the action-research, focused on the actions in areas of greater and less er success, of the fictitiously named student “Francisco”, the Portuguese language and socialization, within an inclusive perspective. This student considered with special educational needs (SEN) has autism spectrum disorders (ASD), which, from the outset, causes repercussions on his lack of attention, his autonomy to carry out homework in the area of language and communication and social interaction. As the interactions in class and with the class are essential to learning, we decided to implement specific activities to develop social and cognitive skills, within a behavioral approach, in a 3rd grade class where an ASD dia gnosed student is included. We also tried to develop his academic skills through group work and with the class-group, creating favorable conditions for the student’s socialization and development of autonomy. To achieve these objectives, we began working in pairs and then in small groups, doing so to include “Francisco” in the class dynamics, participating in the proposed activities, therefore earning his colleagues recognition and respect for his interventions and for his work pace in class. The objectives defined, as well as the activ ities carried out and evaluated, involving all actors in the process, allowed “Francisco ” a meaningful learning in the academic, autonomy, communication and social areas. According to Silva (2009), the inclusion of students considered with special educational needs in the regular education system implies changes in the attitudes and teaching practices of all the actors in the lear ning and teaching process, of the organization and management in the classroom and of the school as an institution. We believe this is the only way to provide the students singled out by difference, which is a value in itself (Rodrigues, 2006; Leitão, 2006; Sanches & Teodoro, 2006; Silva, 2009), the same learning and life experiences given to all their other colleagues.
Descrição
Orientadora : Maria Odete Emygdio da Silva
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, EDUCAÇÃO INCLUSIVA, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCATION, SPECIAL EDUCATION, INCLUSIVE EDUCATION