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Abstract(s)
O presente projeto aborda a Educação Inclusiva, no contexto pré- escolar, a partir de um processo de autorreflexão sobre a inclusão de uma criança com atraso global de desenvolvimento.
O exercício de autorreflexão iniciou-se na seguinte questão: “Como é que o processo de autorreflexão pode contribuir para a compreensão das barreiras e dos aspetos facilitadores no processo de inclusão de uma criança com atraso global de desenvolvimento no contexto pré-escolar”?, no seguimento de uma experiência prática, durante 6 meses, numa Instituição Particular de Solidariedade Social, no contexto pré-escolar, em colaboração com uma Educadora de Infância, uma Auxiliar de Ação Educativa e uma professora de Educação Especial. Assim, como Educadora Social, com base num guião construído para este estudo, refleti e interpretei os resultados, tendo sido estes analisados de acordo com os procedimentos previstos na Análise de Conteúdo. É fundamental evidenciar que o exercício de autorreflexão revelou resultados positivos, no que respeita à importância e à responsabilidade do profissional durante a atuação no terreno, enriquecendo o trabalho com crianças com necessidades especiais.
This project addresses Inclusive Education, in the preschool context, from a self -reflection process about the inclusion of a child with global developmental delay. The self-reflection exercise begins with the following question: “How can the self- reflection process contribute to the understanding of barriers and facilitating aspects in the process of including a child with global developmental delay in the preschool context”?, following of a pactical experience for 6 months in a private Social Solidarity Institution, in the preschool context, in collaboration with a Childhood Educator, an Educational Action Assistant and a Special Education teacher. Thus, as a Social Educator, based on a script built for this study, I reflected and interpreted the results, which were analyzed according to the procedures provided in the Content Analysis. It is essential to highlight that the self-reflection exercise showed positive results, regarding the importance and responsibility of the professional during the field, enriching the work with children with special needs.
This project addresses Inclusive Education, in the preschool context, from a self -reflection process about the inclusion of a child with global developmental delay. The self-reflection exercise begins with the following question: “How can the self- reflection process contribute to the understanding of barriers and facilitating aspects in the process of including a child with global developmental delay in the preschool context”?, following of a pactical experience for 6 months in a private Social Solidarity Institution, in the preschool context, in collaboration with a Childhood Educator, an Educational Action Assistant and a Special Education teacher. Thus, as a Social Educator, based on a script built for this study, I reflected and interpreted the results, which were analyzed according to the procedures provided in the Content Analysis. It is essential to highlight that the self-reflection exercise showed positive results, regarding the importance and responsibility of the professional during the field, enriching the work with children with special needs.
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Keywords
Inclusão Atraso Global de Desenvolvimento Educação Pré-Escolar Autorreflexão Inclusion Global Development Delay Preschool education Self-reflection