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Contributos para a inclusão social de crianças com perturbações do desenvolvimento em contexto educativo
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| 1.34 MB | Adobe PDF |
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Abstract(s)
inclusão social de crianças com perturbações do desenvolvimento em contexto educativo, mais concretamente em jardim-de-infância, pode ser um desafio visto que se trata de crianças de tenra idade, o que pode ser um obstáculo para se perceber as suas necessidades específicas. No sentido de ultrapassar esse constrangimento e efetivar a inclusão social de crianças com perturbações do desenvolvimento, é preciso prestar especial atenção às interações estabelecidas entre todas as crianças no contexto educativo.
Além disso, é preciso saber ouvir as crianças para perceber como estas se sentem e percecionam a sua própria inclusão social no meio onde se inserem. É também importante que a própria estrutura e recursos do estabelecimento de educação pré-escolar permita a autonomia das crianças com perturbações do desenvolvimento, tendo acessibilidade que permita a deslocação autónoma em casos de mobilidade reduzida, bem como, a existência e incentivo ao uso de produtos de apoio.
Neste âmbito, surgiu a realização do estudo aqui apresentado, que pretende contribuir para a identificação de boas práticas e principais obstáculos para a inclusão social destas crianças.
Os participantes são crianças com desenvolvimento típico e atípico a frequentar duas salas do jardim-de-infância em estudo e as duas educadoras de infância desse estabelecimento de educação pré-escolar. A metodologia de recolha de dados utilizada neste estudo incluiu: observação participante das salas de atividades, da hora do recreio e da hora de almoço no refeitório; e, entrevistas realizadas às crianças e às educadoras de infância.
Como principais resultados verificámos que, de modo geral, todas as crianças com perturbações do desenvolvimento se encontram incluídas no contexto educativo e não se verificam situações de discriminação ou exclusão. Contudo, no que toca à acessibilidade do jardim-de-infância, é fundamental uma intervenção para eliminar as barreiras arquitetónicas existentes.
The social inclusion of children with developmental disorders in an educational context, more specifically in kindergarten, can be a challenge, as these are very young children, which can be an obstacle to understanding their specific needs. In order to disregard this constraint and enhance the social inclusion of children with developmental disorders, special attention needs to be paid to the social interactions established between all the children within the educational context. In addition, we need to listen to the children in order to understand how they feel and perceive their own social inclusion. It is also important that the structure and resources of the pre-school establishment allow the autonomy of children with developmental disorders, improving accessibility that allows for autonomous displacement in cases of reduced mobility, as well as the availability and reinforcement of use of support products. This is the background to this study, which aims to help to identify good practices, as well as the main obstacles to the social inclusion of these children. The participants are the children with typical and atypical development attending two kindergarten groups under study and the two kindergarten teachers at this pre-school establishment. The methodology of data collection used in this study were: participant observation of the group activities, playtime and lunchtime at the canteen; and, interviews with the children and the kindergarten teachers. The main results were that, in general, all children with developmental disorders are included in the educational context, and there are no situations of discrimination or exclusion. Nevertheless, in regard to the accessibility of the kindergarten, it is essential to remove the existing architectural barriers.
The social inclusion of children with developmental disorders in an educational context, more specifically in kindergarten, can be a challenge, as these are very young children, which can be an obstacle to understanding their specific needs. In order to disregard this constraint and enhance the social inclusion of children with developmental disorders, special attention needs to be paid to the social interactions established between all the children within the educational context. In addition, we need to listen to the children in order to understand how they feel and perceive their own social inclusion. It is also important that the structure and resources of the pre-school establishment allow the autonomy of children with developmental disorders, improving accessibility that allows for autonomous displacement in cases of reduced mobility, as well as the availability and reinforcement of use of support products. This is the background to this study, which aims to help to identify good practices, as well as the main obstacles to the social inclusion of these children. The participants are the children with typical and atypical development attending two kindergarten groups under study and the two kindergarten teachers at this pre-school establishment. The methodology of data collection used in this study were: participant observation of the group activities, playtime and lunchtime at the canteen; and, interviews with the children and the kindergarten teachers. The main results were that, in general, all children with developmental disorders are included in the educational context, and there are no situations of discrimination or exclusion. Nevertheless, in regard to the accessibility of the kindergarten, it is essential to remove the existing architectural barriers.
Description
Keywords
Inclusão Social Perturbações do Desenvolvimento Educação Pré-Escolar Social Inclusion Developmental Disorders Pre-School Education