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Abstract(s)
Nos últimos anos, com o objetivo construir uma escola inclusiva, onde todas as crianças devem aprender juntas com as mesmas oportunidades, uma das medidas implementadas foi a criação de unidades de apoio especializado para a educação de alunos com multideficiência e surdocegueira congénita.
Com a atual legislação, Decreto-Lei 54/2018, os Centros de Apoio à Aprendizagem (CAA) passam a acolher as valências de unidades especializadas já existentes no terreno, garantindo uma resposta que complemente o trabalho desenvolvido em sala de aula ou noutros contextos educativos, com vista à inclusão.
Para compreender a problemática da multideficiência e a inclusão escolar destes alunos, importa ouvir os intervenientes neste processo e observar as práticas. Para tal, foram realizadas entrevistas a professores de educação especial, professores titulares de turma e pais/encarregados de educação de alunos com multideficiência que frequentavam um CAA numa escola no centro do país e recorreu-se ainda à observação das atividades desenvolvidas.
Através deste estudo de caso, de natureza qualitativa, é possível verificar que as respostas educativas, de acordo com os envolvidos, vão ao encontro das necessidades das crianças. Ainda assim, verifica-se a existência de alguns entraves, nomeadamente, a falta de verbas (para a melhoria das infraestruturas e materiais), o reduzido número de técnicos especializados e as dificuldades de articulação. No respeitante às atividades observadas, constatámos que se revelaram bastante positivas, na medida em que partiram dos interesses dos educandos, tendo em conta as diferentes áreas de conteúdo e a promoção das interações sociais, mostrando-se, portanto, adequadas à promoção do envolvimento das crianças no processo ensino-aprendizagem. Podemos concluir que o CAA constitui uma excelente resposta educativa para os alunos com multideficiência, uma vez que têm ali reunido todo o apoio de que necessitam.
In recent years, with the aim of building an inclusive school, where all children must learn together with the same opportunities, one of the measures implemented has been the creation of specialized support units for the education of students with multiple disabilities and congenital deaf blindness. With the current legislation, Decree-Law 54/2018, the Learning Support Centers (CAA) now receive the skills of specialized units already existing in the field, ensuring a response that complements the work done in the classroom or other educational contexts, with a view to inclusion. To understand the problem of multi-disability and school inclusion of these students, it is important to verify and hear the opinions of the actors in this process and observe the practices. For that, interviews were conducted with special education teachers, class teachers and parents/guardians of students with a disability who attended a CAA in the center of the country, and the activities developed with them observed. Through this qualitative case study, it is possible to verify that the educational responses, according to those involved, meet the needs of children. Even so, there are some obstacles, namely, the lack of funds (for the improvement of infrastructures and materials), the small number of specialized technicians and the difficulties of articulation. As regards the observed activities, we found that have proved to be very positive, as they start from the interests of students, taking into account the different content areas and the promotion of social interactions, being therefore appropriate to promote the involvement of children in the teaching-learning process. We can conclude that CAA is an excellent educational response for students with multiple disabilities, since they have gathered all the support they need there.
In recent years, with the aim of building an inclusive school, where all children must learn together with the same opportunities, one of the measures implemented has been the creation of specialized support units for the education of students with multiple disabilities and congenital deaf blindness. With the current legislation, Decree-Law 54/2018, the Learning Support Centers (CAA) now receive the skills of specialized units already existing in the field, ensuring a response that complements the work done in the classroom or other educational contexts, with a view to inclusion. To understand the problem of multi-disability and school inclusion of these students, it is important to verify and hear the opinions of the actors in this process and observe the practices. For that, interviews were conducted with special education teachers, class teachers and parents/guardians of students with a disability who attended a CAA in the center of the country, and the activities developed with them observed. Through this qualitative case study, it is possible to verify that the educational responses, according to those involved, meet the needs of children. Even so, there are some obstacles, namely, the lack of funds (for the improvement of infrastructures and materials), the small number of specialized technicians and the difficulties of articulation. As regards the observed activities, we found that have proved to be very positive, as they start from the interests of students, taking into account the different content areas and the promotion of social interactions, being therefore appropriate to promote the involvement of children in the teaching-learning process. We can conclude that CAA is an excellent educational response for students with multiple disabilities, since they have gathered all the support they need there.
Description
Keywords
Inclusão Multideficiência Centro de Apoio à Aprendizagem Inclusion Multi-disability Learning Support Center