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Abstract(s)
No âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico foi elaborado o presente relatório final de estágio, pretende evidenciar o percurso realizado ao longo das práticas supervisionadas, incluindo o projeto de investigação. Este é constituído por duas partes, sendo que na primeira são analisadas as aprendizagens realizadas nas unidades curriculares Prática de Ensino Supervisionada II e III, que decorreram no 1.º Ciclo do Ensino Básico e na Educação Pré-Escolar, respetivamente. Na segunda parte é apresentado o projeto de investigação sobre a articulação educativa entre pais e professores de crianças com autismo. Este tem como objetivos: conhecer as perceções dos pais e professores das crianças com autismo sobre aspetos desenvolvimentais e práticas educativas, perspetivando a articulação entre estes agentes educativos. Quanto à metodologia, realizou-se uma investigação de caráter qualitativo, com recurso a entrevistas semiestruturadas a 4 pais e 6 professores/educadores. Após o estudo realizado verifica-se que há a necessidade de otimizar a rede informal entre pais e professores, bem como a formação dos pais na utilização do reforço e nos sistemas alternativos de comunicação. Verifica-se também que a área de maior articulação é a do comportamento e de menor articulação é a da comunicação, sendo que esta última é a área de maior preocupação, juntamente com as aprendizagens escolares. Quanto às estratégias mais usadas, estas recaem sobre o reforço, a imagem, a mediação dos companheiros, análise de tarefas, modelagem e expressão plástica (pintura e desenho).
Under the Masters in Preschool Education and Teaching 1st Cycle of Basic Education's final report of this stage was prepared, aims to highlight the route taken along the supervised practice, including the research project. This consists of two parts, the first being that analyzes the learning achieved in the course units Supervised Teaching Practice II and III, which took place in the 1st Cycle of Basic Education and Preschool Education, respectively. In the second part of the research project on educational links between parents and teachers of children with autism is presented. This aims: to know the perceptions of parents and teachers of children with autism over developmental aspects and educational practices, perspetivando the articulation between these educators. Regarding methodology, we conducted a qualitative investigation, using semistructured 4 parents and 6 teachers / educators interviews. After the study it is found that there is a need to optimize the informal network between parents and teachers as well as parent training in the use of reinforcement and alternative communication systems. It also appears that the area is the largest joint behavior and lower joint is the communication, the latter of which is the area of greatest concern, along with school learning. As for the most used strategies, these fall on enhancing the image, the mediation of the companions, task analysis, modeling and artistic expression (painting and drawing).
Under the Masters in Preschool Education and Teaching 1st Cycle of Basic Education's final report of this stage was prepared, aims to highlight the route taken along the supervised practice, including the research project. This consists of two parts, the first being that analyzes the learning achieved in the course units Supervised Teaching Practice II and III, which took place in the 1st Cycle of Basic Education and Preschool Education, respectively. In the second part of the research project on educational links between parents and teachers of children with autism is presented. This aims: to know the perceptions of parents and teachers of children with autism over developmental aspects and educational practices, perspetivando the articulation between these educators. Regarding methodology, we conducted a qualitative investigation, using semistructured 4 parents and 6 teachers / educators interviews. After the study it is found that there is a need to optimize the informal network between parents and teachers as well as parent training in the use of reinforcement and alternative communication systems. It also appears that the area is the largest joint behavior and lower joint is the communication, the latter of which is the area of greatest concern, along with school learning. As for the most used strategies, these fall on enhancing the image, the mediation of the companions, task analysis, modeling and artistic expression (painting and drawing).
Description
Keywords
Educação Especial Necessidades Educativas Especiais (NEE) Autismo Família Articulação educativa Inclusão Inclusion Special Educational Needs Autism Family Educational Articulation Special Education
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu