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Advisor(s)
Abstract(s)
A escola inclusiva preconiza a possibilidade de todos os alunos, com meios e recursos individualizados, frequentarem o ensino regular. A finalidade, para os alunos com necessidades educativas específicas (NEE), é potenciar o desenvolvimento das capacidades/aptidões individuais, por caminhos diferenciados dos outros. Neste estudo pretendeu-se compreender o processo de inclusão escolar de uma criança de 12 anos (6º ano de escolaridade), com paralisia cerebral associada a outras perturbações, partindo das perceções de agentes da comunidade educativa. Os dados foram recolhidos através do PEI (Programa Educativo Individual), entrevistas (encarregada de educação e docentes), teste sociométrico à turma e observações livres. O perfil funcional apresenta deficiência de ligeira a moderada (funções e estruturas corporais), grave (funções mentais globais e específicas) e dificuldade moderada a grave (atividade e participação), com reflexo nas aprendizagens, inviabilizando um percurso escolar regular. A intervenção incidiu em aspetos posturais, cognitivos, motores, de autonomia, iniciativa e persistência nas tarefas, comunicação e integração social, visando a inclusão do aluno nas atividades da turma, com respetivas adaptações. Adotaram-se metodologias de aprendizagem cooperativa e de repetição, nas atividades domésticas. O aluno mostrou-se bem-disposto e divertido (e.g. atividades com música), com relação de cumplicidade face aos colegas e auxiliar de apoio, participando em atividades de grupo por iniciativa própria, embora preferindo atividades individuais. Apresentou indiferença sociométrica. Os docentes referiram impacto positivo do PEI na comunicação e interação, considerando necessária a sua continuidade. Os PEI com medidas e apoios educativos maioritariamente fora da sala de aula podem conduzir a práticas mais integradoras do que inclusivas.
The inclusive school advocates the possibility for all students to attend regular classes, with individualized responses and resources. The purpose, for special needs students (SNS), is to enhance the development of individual capacities/abilities, although along different paths. Our aim was to understand the process of school inclusion of a 12-year-old child (6th grade) with cerebral palsy associated with other disorders, based on the perceptions of the educational community. Data were collected in the IEP (Individual Educational Program), interviews (mother and teachers), sociometric test and observations. The functional profile presents a slight to moderate disability (body functions and structures), severe (global and specific mental functions) and moderate to severe difficulty (activity and participation), which affects learning, making a regular school path unfeasible. The intervention focused on postural, cognitive, motor, autonomy, initiative and persistence in tasks, communication and social integration aspects, aiming the inclusion of the student in the class activities, with necessary adaptations. Cooperative learning methodologies and repetition in domestic activities were the implemented strategies. The student was in a good mood and fun (e.g. activities with music), with a relationship of complicity with colleagues and support assistant, participating in group activities on his own initiative, although preferring individual activities. Showed sociometric indifference. The teachers mentioned the positive impact of the IEP on communication and interaction, considering its continuity necessary. IEP with educational measures and support mostly outside the classroom can lead to more integrative rather than inclusive practices.
The inclusive school advocates the possibility for all students to attend regular classes, with individualized responses and resources. The purpose, for special needs students (SNS), is to enhance the development of individual capacities/abilities, although along different paths. Our aim was to understand the process of school inclusion of a 12-year-old child (6th grade) with cerebral palsy associated with other disorders, based on the perceptions of the educational community. Data were collected in the IEP (Individual Educational Program), interviews (mother and teachers), sociometric test and observations. The functional profile presents a slight to moderate disability (body functions and structures), severe (global and specific mental functions) and moderate to severe difficulty (activity and participation), which affects learning, making a regular school path unfeasible. The intervention focused on postural, cognitive, motor, autonomy, initiative and persistence in tasks, communication and social integration aspects, aiming the inclusion of the student in the class activities, with necessary adaptations. Cooperative learning methodologies and repetition in domestic activities were the implemented strategies. The student was in a good mood and fun (e.g. activities with music), with a relationship of complicity with colleagues and support assistant, participating in group activities on his own initiative, although preferring individual activities. Showed sociometric indifference. The teachers mentioned the positive impact of the IEP on communication and interaction, considering its continuity necessary. IEP with educational measures and support mostly outside the classroom can lead to more integrative rather than inclusive practices.
Description
Keywords
inclusão paralisia cerebral alunos com necessidades específicas inclusion cerebral palsy special needs students
Citation
Publisher
Universidade do Minho. Instituto de Educação. Centro de Investigação em Educação