Uma porta aberta para o mundo e para a sociedade : a inclusão de uma jovem com paralisia cerebral em contexto escolar
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Data
2009
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O sujeito do nosso estudo é uma jovem, de doze anos, em situação de deficiência (paralisia cerebral e grave atraso de desenvolvimento psico-motor), desde os dois meses de idade. Devido a questões de saúde e deslocação, esta jovem permaneceu até hoje “isolada do mundo”, pois nunca foi inscrita numa escola. Apenas frequenta, duas vezes por semana, um Centro de Apoio Psicopedagógico. Para alterar esta situação, recolhemos informações de relatórios médicos e educativos, entrevistámos a mãe, a ama, a professora de educação especial e observámos a jovem, em diferentes contextos. Entrámos, também, em contacto com a Directora do Centro, de modo a alargar a permanência da jovem, e com a Directora da Escola do 1º ciclo para tratar da matrícula. A análise da informação recolhida fez emergir as áreas prioritárias a intervir: a autonomia, a comunicação expressiva, a socialização e o desenvolvimento motor. Definidos os objectivos gerais, foram seleccionadas as sub-áreas a trabalhar: alimentação, vestuário, relação com adultos e pares, expressão verbal (através de tabelas de comunicação) e motricidade fina e global. Para verificar os progressos alcançados, procedeu-se a uma avaliação diária, semanal e mensal. Deste modo, constatou-se que os objectivos previamente definidos foram atingidos, dado que a Maria foi matriculada no 1º ciclo do ensino básico, aumentou a interacção com pares e adultos, progrediu a nível da autonomia, nomeadamente nas áreas da alimentação e do vestuário, demonstrou um ligeiro desenvolvimento relativamente às áreas da motricidade global e fina e desenvolveu a sua comunicação expressiva, na medida em que passou a utilizar uma tabela de comunicação em contexto familiar e aguarda a aceitação e utilização da referida tabela em contexto escolar.
The subject of our study is a young girl, of twelve years, in situation of deficiency (cerebral paralysis and delay of development), from two months of age. Because of disease and dislocation, this young girl remained up to today “removed of the world”, so she was never registered in a school. She hardly frequents, twice weekly, a Pedagogic Psico Support Centre. To change this situation, we gather informations of medical and educative reports, we interviewed the mother, the nursemaid, the teacher of special education and watched the young girl, in different contexts. We contacted also, with the Director of the Centre, of way to extend the permanence of the young girl, and with the Director of the School of the 1st cycle to do the enrolment. The analysis of the collected information made surfacing the priority areas intervening: the autonomy, the expressive communication, the socialization and the motor development. When the general objectives were defined, the sub-areas to work were selected: food, clothing, relation with adults and couples, verbal expression (through charts of communication) and fine and global motor function. To check the obtained progresses, we proceed to a daily, weekly and monthly evaluation. In this way, it was noticed that the objectives previously definite were reached, given which Maria was registered in the 1st cycle of the basic teaching, it increased the interaction with equal and adult, it progressed in terms of the autonomy, namely in the areas of the food and of the clothing, she demonstrated a light development relatively to the areas of the global and fine motor function and she developed her expressive communication, in so far as she started to use a chart of communication in familiar context and she waits for the acceptance and use of the above-mentioned chart in school context.
The subject of our study is a young girl, of twelve years, in situation of deficiency (cerebral paralysis and delay of development), from two months of age. Because of disease and dislocation, this young girl remained up to today “removed of the world”, so she was never registered in a school. She hardly frequents, twice weekly, a Pedagogic Psico Support Centre. To change this situation, we gather informations of medical and educative reports, we interviewed the mother, the nursemaid, the teacher of special education and watched the young girl, in different contexts. We contacted also, with the Director of the Centre, of way to extend the permanence of the young girl, and with the Director of the School of the 1st cycle to do the enrolment. The analysis of the collected information made surfacing the priority areas intervening: the autonomy, the expressive communication, the socialization and the motor development. When the general objectives were defined, the sub-areas to work were selected: food, clothing, relation with adults and couples, verbal expression (through charts of communication) and fine and global motor function. To check the obtained progresses, we proceed to a daily, weekly and monthly evaluation. In this way, it was noticed that the objectives previously definite were reached, given which Maria was registered in the 1st cycle of the basic teaching, it increased the interaction with equal and adult, it progressed in terms of the autonomy, namely in the areas of the food and of the clothing, she demonstrated a light development relatively to the areas of the global and fine motor function and she developed her expressive communication, in so far as she started to use a chart of communication in familiar context and she waits for the acceptance and use of the above-mentioned chart in school context.
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Orientação: Isabel Sanches
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EDUCAÇÃO INCLUSIVA, PARALISIA CEREBRAL, COMUNICAÇÃO AUMENTATIVA, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, INVESTIGAÇÃO-AÇÃO, INCLUSIVE EDUCATION, CEREBRAL PALSY, AUGMENTATIVE COMUNICATION, EDUCATION, SPECIAL EDUCATION, SCHOOL INCLUSION, ACTION RESEARCH