CI&DEI - Artigo em ata de evento científico internacional
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- The inclusion of a student with trisomy 21 in the 2nd cycle of basic education, a peer perception: A case studyPublication . Campos, Sofia; Batista, V.; Ferreira, Manuela; Martins, C.; Batoca Silva, Ernestina; Margarida Correia Balula Chaves, Cláudia; Martins, Rosa; Ribeiro, Célia; Cardoso, Ana PaulaThis study aims to evaluate the perception of students in a class of the 2nd cycle of basic education about the inclusion of a colleague with Trisomy 21. It is intended to verify if the students believe they can gain anything by having a colleague with Trisomy 21 attending the same class, to find out how he handles the relationship among peers and to know their opinion on what teachers do to help a colleague with Trisomy 21 in the context of the classroom. The type of study was the exploratory approach using the semi-structured interview, the sociometric tests, and the game Friends Tree. The sample for this study was 17 pupils in a class of the 2nd cycle of basic education, aged between 10 and 12 years. The student with Trisomy 21 is 11 years old. The collected data through interviews were subjected to content analysis, in which it was found that most pupils reveal a positive perception towards the inclusion of the colleague with Trisomy 21 in their class. Also, the sociometric tests data showed, in general, that the pupil with Trisomy 21 is also chosen for certain activities by their peers, although less frequently. Regarding the results of the game Friends Tree, we were able to reach the conclusion that the pupil with Trisomy 21 was considered a very special friend for a couple of male students. There were other boys who considered him a special friend, although it was not their first option.