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Prática de Ensino Supervisionada e inclusão de crianças com Necessidades de Saúde
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.35 MB | Adobe PDF |
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Abstract(s)
O presente Relatório Final de Estágio encontra-se organizado em duas partes, sendo que a primeira parte está relacionada com a reflexão crítica relativamente às práticas que foram desenvolvidas nos contextos de estágio, no 1.º Ciclo do Ensino Básico e na Educação Pré-Escolar; por sua vez, a segunda parte diz respeito ao trabalho de investigação, com o título, “Prática de Ensino Supervisionada e inclusão de crianças com Necessidades de Saúde Especiais na Educação Pré-Escolar”. A inclusão pretende que todas as crianças tenham acesso a um contexto escolar, podendo fazer parte da comunidade em que se inserem e contactarem com outras crianças, independentemente, das condições, necessidades e especificidades que possam apresentar. Para que esta inclusão exista é necessário também ter em conta os desafios existentes, bem como a adequação de práticas por parte dos profissionais, de modo a incluir as crianças respeitando as suas necessidades e a diversidade das mesmas. Neste sentido, foi realizado um estudo de cariz qualitativo, tendo por objetivos compreender a perceção dos profissionais de educação relativamente à inclusão de crianças com Necessidades de Saúde Especiais no contexto da Educação Pré-Escolar, bem como perceber qual o seu papel e que estratégias são utilizadas para potenciar a inclusão escolar. Para a recolha de dados foram realizadas entrevistas semiestruturadas a alguns profissionais da educação, nomeadamente, uma educadora, uma professora de educação especial e três assistentes operacionais. Posteriormente, para analisar os dados obtidos através da realização das entrevistas, foi utilizada a análise de conteúdo. Com a realização deste estudo foi possível concluir que ainda são sentidas diversas dificuldades tanto na inclusão das crianças como na utilização de práticas pedagógicas inclusivas e na diferenciação pedagógica, principalmente ao nível dos recursos existentes nos contextos educativos. Desta forma, deve-se ainda batalhar para que esta temática seja mais refletida e discutida e para que se consigam dar resposta aos desafios que ainda se impõem.
This Final Internship Report is organized in two parts. The first part is a critical reflection on the practices developed during the internship in the 1st Cycle of Elementary School and Preschool. The second part concerns the research work, entitled "Supervised Teaching Practice and the Inclusion of Children with Special Health Needs in Early Childhood Education." Inclusion aims to ensure that all children have access to a school environment, being able to be part of the community in which they work and interact with other children, regardless of their conditions, needs, and specificities. For this inclusion to exist, it is also necessary to consider existing challenges, as well as the adaptation of practices by professionals, so as to include children while respecting their needs and diversity. Therefore, a qualitative study was conducted to understand education professionals' perceptions regarding the inclusion of children with special health needs in early childhood education, as well as their role and the strategies used to enhance school inclusion. Data collection involved semi-structured interviews with several education professionals, namely an educator, a special education teacher, and three operational assistants. Subsequently, content analysis was used to analyze the data obtained through the interviews. This study concluded that several difficulties remain, both in the inclusion of children and in the use of inclusive pedagogical practices and pedagogical differentiation, particularly in terms of available resources in educational settings. Therefore, efforts are still needed to further reflect and discuss this topic to address the challenges that still remain.
This Final Internship Report is organized in two parts. The first part is a critical reflection on the practices developed during the internship in the 1st Cycle of Elementary School and Preschool. The second part concerns the research work, entitled "Supervised Teaching Practice and the Inclusion of Children with Special Health Needs in Early Childhood Education." Inclusion aims to ensure that all children have access to a school environment, being able to be part of the community in which they work and interact with other children, regardless of their conditions, needs, and specificities. For this inclusion to exist, it is also necessary to consider existing challenges, as well as the adaptation of practices by professionals, so as to include children while respecting their needs and diversity. Therefore, a qualitative study was conducted to understand education professionals' perceptions regarding the inclusion of children with special health needs in early childhood education, as well as their role and the strategies used to enhance school inclusion. Data collection involved semi-structured interviews with several education professionals, namely an educator, a special education teacher, and three operational assistants. Subsequently, content analysis was used to analyze the data obtained through the interviews. This study concluded that several difficulties remain, both in the inclusion of children and in the use of inclusive pedagogical practices and pedagogical differentiation, particularly in terms of available resources in educational settings. Therefore, efforts are still needed to further reflect and discuss this topic to address the challenges that still remain.
Description
Keywords
Inclusão Necessidades de Saúde Especiais Escola Inclusiva Práticas Inclusivas Educação Pré-Escolar Inclusion Special Health Needs Inclusive School Inclusive Practices Preschool Education
Pedagogical Context
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CC License
Without CC licence