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Publication
A relação família/escolas e as crianças com necessidades educativas especiais
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.63 MB | Adobe PDF |
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Abstract(s)
A família e a escola são consideradas contextos fundamentais no desenvolvimento do educando com papéis preponderantes no processo educativo. Neste sentido, o presente trabalho tem como objetivo principal abordar a importância da família na educação de crianças com necessidades educativas especiais e a respetiva intervenção educativa.
Para o efeito, após a elaboração de uma revisão de literatura, foi efetuado um enquadramento empírico, foi utilizado um inquérito por questionário aos pais/encarregados de educação e aos professores que têm, respetivamente, filhos e alunos com necessidades educativas especiais, em escolas do 1º Ciclo do ensino regular, de um Agrupamento de Escolas de Tábua.
Os principais resultados demonstraram que a inclusão de crianças com necessidades educativas especiais nas turmas de ensino regular contribui para o seu desenvolvimento e socialização. A relação família/escola deve ser colaborativa, comunicativa e ativa. Os fatores cruciais para o sucesso do processo de aprendizagem de uma criança com necessidades educativas especiais são: a dinâmica familiar, a colaboração e troca de informação e a manutenção de uma relação mais efetiva e positiva.
Family and school are considered crucial aspects in student’s development with relevant importance in the educational process. The present study addresses the relevance of family and school intervention in the education of children with special education needs. For this purpose, after the literature review, an empirical framework was made, through the use of a questionnaire to parents and teachers that have children/students with special education needs in Tábua’s schools first grade regular classes. Main findings have indicated that the inclusion of children with special education needs in regular classes contributes to their development and socialization. The family/school relationship must be collaborative, communicative and active. The factors considered crucial for the success of their learning process are: family dynamics, information exchanges, and the maintenance of an effective and positive relationship.
Family and school are considered crucial aspects in student’s development with relevant importance in the educational process. The present study addresses the relevance of family and school intervention in the education of children with special education needs. For this purpose, after the literature review, an empirical framework was made, through the use of a questionnaire to parents and teachers that have children/students with special education needs in Tábua’s schools first grade regular classes. Main findings have indicated that the inclusion of children with special education needs in regular classes contributes to their development and socialization. The family/school relationship must be collaborative, communicative and active. The factors considered crucial for the success of their learning process are: family dynamics, information exchanges, and the maintenance of an effective and positive relationship.
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Keywords
Família Escola Colaboração Relação Necessidades Educativas Especiais Family School Collaboration Relationship Special Education Needs