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Publication
A inclusão de uma criança com Síndrome Cri Du Chat: desafios e estratégias comunicativas
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 16.35 MB | Adobe PDF |
Authors
Abstract(s)
Este relatório centra-se na inclusão de uma aluna com Síndrome Cri Du Chat
(SCDC) na escola regular em Portugal, analisando os desafios e as estratégias usadas. A
SCDC, é uma doença genética rara, apresentando complexidades que afetam a
comunicação, a cognição e o desenvolvimento motor, exigindo adaptações educativas e
suporte especializado. Baseado no Decreto-Lei n.o 54/2018, de 6 de Julho, que
regulamenta a educação inclusiva, este estudo explora o papel dos Sistemas
Aumentativos e Alternativos de Comunicação (SAAC), bem como o uso do software Grid
3 e o uso de gestos (do Babysigns e da Língua Gestual Portuguesa), no desenvolvimento
da autonomia e na promoção da inclusão e da participação escolar ativa.
A metodologia qualitativa incluiu observação-ação e entrevistas com professores e
terapeutas, revelando o compromisso dos profissionais com a inclusão, mas também
destacando limitações, como a falta de recursos adequados e de formação contínua
sobre os SAAC. Os resultados evidenciam que os SAAC são essenciais para a
comunicação, integração e desenvolvimento da aluna, mas que a sua eficácia depende
da capacitação dos profissionais e do envolvimento familiar, que nem sempre é o ideal.
A análise sugere que, embora o Decreto-Lei n.o 54/2018, de 6 de Julho, seja um avanço,
a sua implementação prática é prejudicada pela insuficiência de infraestruturas e apoio
técnico.
Conclui-se que a inclusão de alunos com SCDC exige mais do que políticas legislativas;
demanda investimento em formação, recursos adequados e parcerias
interinstitucionais. Esta investigação contribui para o debate sobre a educação inclusiva,
recomendando práticas que possam ser replicadas em contextos semelhantes,
promovendo o desenvolvimento integral e a participação social ativa de alunos com
necessidades específicas.
This report focuses on the inclusion of a pupil with Cri Du Chat Syndrome (CDCS) in mainstream schools in Portugal, analysing the challenges and strategies used. CDPS is a rare genetic disorder with complexities that affect communication, cognition and motor development, requiring educational adaptations and specialised support. Based on Decree-Law 54/2018 of 6 July, which regulates inclusive education, this study explores the role of Augmentative and Alternative Communication Systems (AACS), as well as the use of Grid 3 software and the use of gestures (from Babysigns and Portuguese Sign Language), in developing autonomy and promoting inclusion and active school participation. The qualitative methodology included action-observation and interviews with teachers and therapists, revealing the professionals' commitment to inclusion, but also highlighting limitations, such as the lack of adequate resources and ongoing training on SAACs. The results show that the SAACs are essential for communication, integration and the student's development, but that their effectiveness depends on the training of professionals and family involvement, which is not always ideal. The analysis suggests that although Decree-Law 54/2018 of 6 July is a step forward, its practical implementation is hampered by insufficient infrastructure and technical support. It is concluded that the inclusion of students with SCDC requires more than legislative policies; it demands investment in training, adequate resources and inter-institutional partnerships. This research contributes to the debate on inclusive education, recommending practices that can be replicated in similar contexts, promoting the integral development and active social participation of students with specific needs.
This report focuses on the inclusion of a pupil with Cri Du Chat Syndrome (CDCS) in mainstream schools in Portugal, analysing the challenges and strategies used. CDPS is a rare genetic disorder with complexities that affect communication, cognition and motor development, requiring educational adaptations and specialised support. Based on Decree-Law 54/2018 of 6 July, which regulates inclusive education, this study explores the role of Augmentative and Alternative Communication Systems (AACS), as well as the use of Grid 3 software and the use of gestures (from Babysigns and Portuguese Sign Language), in developing autonomy and promoting inclusion and active school participation. The qualitative methodology included action-observation and interviews with teachers and therapists, revealing the professionals' commitment to inclusion, but also highlighting limitations, such as the lack of adequate resources and ongoing training on SAACs. The results show that the SAACs are essential for communication, integration and the student's development, but that their effectiveness depends on the training of professionals and family involvement, which is not always ideal. The analysis suggests that although Decree-Law 54/2018 of 6 July is a step forward, its practical implementation is hampered by insufficient infrastructure and technical support. It is concluded that the inclusion of students with SCDC requires more than legislative policies; it demands investment in training, adequate resources and inter-institutional partnerships. This research contributes to the debate on inclusive education, recommending practices that can be replicated in similar contexts, promoting the integral development and active social participation of students with specific needs.
Description
Keywords
Inclusão Síndrome Cri Du Chat Sistemas de Comunicação Aumentativa e Alternativa Inclusion Cri Du Chat Syndrome Augmentative and Alternative Communication Systems