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Publication
Um projeto de colaboração entre um agrupamento de referência para a Intervenção Precoce uma ELI e uma câmara municipal no Âmbito de Crianças com PEA e suas famílias: dinamização de uma Unidade de Ensino Estruturado num agrupamento de referência para a Intervenção Precoce
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| 10.45 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Cabe à escola prever respostas educativas de forma a educar com sucesso todas as crianças, incluindo as com problemas de Autismo.
O Autismo tem como principal característica a inata imobilidade de estabelecer contacto afectivo e interpessoal, que dificulta a sua interação social.
A relação entre a escola e a família é extremamente importante para o desenvolvimento harmonioso de todas as crianças.
Este aspecto é muito valorizado ao nível da IP na infância.
Este projecto tem como propósito rentabilizar uma Unidade de Ensino Estruturado já existente, num Agrupamento de Referência para a IP, através de um protocolo entre a Escola/ELI/Câmara Municipal, destinado a crianças dos 3 aos 6 anos, assim como desenvolver ações que promovam competências a pais e educadores que convivem com estas crianças.
Este estudo estrutura-se inicialmente por uma fundamentação teórica que conduz à sua concretização prática. Assim, foram abordados conceitos de IP, Autismo, Inclusão, Ensino Estruturado, Metodologia TEACCH.
Para sua concretização prática recorremos ao levantamento dos recursos necessários e a questionários semi-estruturados como instrumentos de recolha de dados, posteriormente apresentados.
Os dados deste projecto permite-nos concluir a necessidade de uma sala de ensino estruturado para crianças autistas, na área geográfica a que se destina.
It is up to the school to provide educational responses in order to successfully educate all children, including those suffering from Autism. Autism has as main feature the innate immobility establish emotional contact and interpersonal, which hampers their interaction (integration) social. The relationship between school and family is extremely important for the harmonious development of all children. This is very valuable in terms of IP in childhood. This project aims recreated a Structured Teaching Unit, a grouping of reference for the IP, (Early Childhood Intervention) via a protocol between School / ELI / Municipality, aimed at children from 3 to 6 years, as well as develop activities that promote the skills Educators and parents who live with these children. This study is structured initially by a theoretical framework leading to its practical implementation. So were approached Early Intervention concepts, Autism, Inclusion, Structured Classroom/ Methods TEACCH. For its practical implementation resorted to raising the necessary resources and semi-structured questionnaires as instruments for data collection, subsequently submitted. Data from this project permit us to conclude the need for a Structured Teaching Room for autistic children, in the geographical area to which it is intended. We argue the need for school change, to create projects that increasingly bet on inclusion, training professionals and parents together to provide better service to attend child with autism, empowering them and making them more accountable.
It is up to the school to provide educational responses in order to successfully educate all children, including those suffering from Autism. Autism has as main feature the innate immobility establish emotional contact and interpersonal, which hampers their interaction (integration) social. The relationship between school and family is extremely important for the harmonious development of all children. This is very valuable in terms of IP in childhood. This project aims recreated a Structured Teaching Unit, a grouping of reference for the IP, (Early Childhood Intervention) via a protocol between School / ELI / Municipality, aimed at children from 3 to 6 years, as well as develop activities that promote the skills Educators and parents who live with these children. This study is structured initially by a theoretical framework leading to its practical implementation. So were approached Early Intervention concepts, Autism, Inclusion, Structured Classroom/ Methods TEACCH. For its practical implementation resorted to raising the necessary resources and semi-structured questionnaires as instruments for data collection, subsequently submitted. Data from this project permit us to conclude the need for a Structured Teaching Room for autistic children, in the geographical area to which it is intended. We argue the need for school change, to create projects that increasingly bet on inclusion, training professionals and parents together to provide better service to attend child with autism, empowering them and making them more accountable.
Description
Keywords
Intervenção precoce Autismo Inclusão Ensino Estruturado/ Metodologia TEACCH Early Childhood Intervention Autism Inclusive Education Structured Classroom/ Methods – TEACCH