Loading...
Publication
Promoção de estratégias de inclusão de crianças com perturbação do espetro de autismo em contexto de jardim de infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.5 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A inclusão de alunos com necessidades específicas nas escolas tem feito um caminho ascendente, de melhoria. Passámos por momentos de segregação e total alheamento a uma educação inclusiva, onde todos os alunos têm um lugar na escola e onde se procura aceitar a diferença e identificar respostas educativas consoante as necessidades específicas de cada um.
Para que esta inclusão se faça de forma útil e benéfica, têm de existir mudanças quer na escola em geral, quer na sala de aula em particular, optando-se por mudanças metodológicas e organizacionais. É a escola que se adapta aos alunos e não o contrário.
Nesse mesmo sentido, o trabalho com alunos com Perturbação do Espetro do Autismo (PEA) não se projeta sempre da mesma forma. Muito embora existam traços comuns característicos desta problemática, cada um apresenta as suas especificidades e, só observando e entendendo a forma como cada criança aprende, se relaciona e interage, será possível realizar um trabalho eficaz e de sucesso.
É neste contexto que se insere o projeto de investigação que se apresenta. Este projeto tem como objetivo apresentar um estudo de caso de um aluno portador de uma Perturbação do Espetro do Autismo. Os dados de avaliação permitem considerar que toda a intervenção, desde que devidamente planeada e avaliada, se constitui uma mais valia no desenvolvimento de competências sociais e cognitivas dos alunos com PEA. Neste estudo, a intervenção procura ir ao encontro das potencialidades e fragilidades do aluno, numa dinâmica de investigação-ação, onde o ciclo planificação-ação-reflexão permite um trabalho mais rigoroso e próximo das reais necessidades do aluno, beneficiando a sua evolução, sobretudo na aquisição de competências sociais.
Os dados de avaliação permitiram considerar que, desde que devidamente planeada e avaliada, toda a intervenção, bem como a promoção de práticas inclusivas, colaborativas e cooperativas, se constituem uma mais valia no desenvolvimento de competências sociais, cognitivas e académicas da criança com PEA e do grupo de referência.
The inclusion of students with specific needs in schools has led to an upward path of improvement. We go through moments of segregation and total alienation from an inclusive education, where all students have a place at school and where we try to accept difference and identify educational responses depending on the specific needs of each one. For this inclusion to be useful and beneficial, there are changes both in the school in general and in the classroom in particular, opting for methodological and organizational changes. It is a school that adapts to its students and not the other way around. In the same sense, work with students with Autism Space Disorder (ASD) is not always projected in the same way. Although there are many common features characteristic of this problem, each one has its own specificities and, only by observing and understanding the way each child learns, relates and interacts, will it be possible to carry out effective and successful work. It is in this context that the research project presented is inserted. This project aims to present a case study of a student with an Autism Spectrum Disorder. The evaluation data allows us to consider that the entire intervention, as long as it is properly planned and evaluated, constitutes an added value in the development of social and cognitive skills of students with ASD. In this study, the intervention seeks to meet the student's potentialities and weaknesses, in a research-action dynamic, where the planning-action- reflection cycle allows for more rigorous work and closer to the student's real needs, benefiting their evolution, especially in the acquisition of social skills. The evaluation data allow me to consider that, as long as it is properly planned and evaluated, the entire intervention, as well as the promotion of inclusive, collaborative and cooperative practices, provides added value in the development of social, cognitive and academic skills of children with ASD and the reference group.
The inclusion of students with specific needs in schools has led to an upward path of improvement. We go through moments of segregation and total alienation from an inclusive education, where all students have a place at school and where we try to accept difference and identify educational responses depending on the specific needs of each one. For this inclusion to be useful and beneficial, there are changes both in the school in general and in the classroom in particular, opting for methodological and organizational changes. It is a school that adapts to its students and not the other way around. In the same sense, work with students with Autism Space Disorder (ASD) is not always projected in the same way. Although there are many common features characteristic of this problem, each one has its own specificities and, only by observing and understanding the way each child learns, relates and interacts, will it be possible to carry out effective and successful work. It is in this context that the research project presented is inserted. This project aims to present a case study of a student with an Autism Spectrum Disorder. The evaluation data allows us to consider that the entire intervention, as long as it is properly planned and evaluated, constitutes an added value in the development of social and cognitive skills of students with ASD. In this study, the intervention seeks to meet the student's potentialities and weaknesses, in a research-action dynamic, where the planning-action- reflection cycle allows for more rigorous work and closer to the student's real needs, benefiting their evolution, especially in the acquisition of social skills. The evaluation data allow me to consider that, as long as it is properly planned and evaluated, the entire intervention, as well as the promotion of inclusive, collaborative and cooperative practices, provides added value in the development of social, cognitive and academic skills of children with ASD and the reference group.
Description
Keywords
Inclusão Autismo Diferenciação Investigação- Ação Inclusion Autism Differentiation Action Research