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Publication
Crianças com necessidades educativas especiais da integração à inclusão no ensino regular
Advisor(s)
Abstract(s)
O presente relatório surgiu no âmbito da Prática de Ensino Supervisionada, no Mestrado em Educação Pré-escolar e ensino do 1º Ciclo do ensino básico da Escola Superior de Educadores de Infância Maria Ulrich e do Instituto Universitário de Ciências Psicológicas, Sociais e da Vida.
Este centra-se numa descrição e análise do contexto observado, durante a prática pedagógica com uma turma de 3º ano, numa instituição pública de referência para criança com problemas auditivos e que recebe muitas crianças com Necessidades Educativas Especiais (NEE).
O tema “Crianças com Necessidades Educativas Especiais – Da Integração à Inclusão no ensino regular”, surge do contexto da prática e de querer perceber melhor como se pode trabalhar com crianças com NEE num contexto de sala de aula e que benefícios estas práticas podem trazer para estas crianças e para os grupos em que estão inseridas.
Para o desenvolvimento deste trabalho defini a seguinte questão: “Como incluir crianças com Necessidades Educativas Especiais num contexto de sala de aula?”
De forma a relacionar o contexto de estágio com os conceitos é apresenta uma pesquisa segundo vários autores.
Para a recolha de dados foi utilizada a metodologia qualitativa através de observação direta participante e atividades propostas no decorrer da prática supervisionada.
Com este relatório foi possível concluir que para que estas crianças possam estar incluídas é necessário recorrer a diferenciação pedagógica e que o trabalho com os pares é muito importante para o desenvolvimento e a inclusão destas.
ABSTRACT: The present report came within the scope of the Supervised Teaching Practice, in the Masters in Pre-school Education and teaching of the 1st Cycle of Basic Education of the Escola Superior de Educadores de Infância Maria Ulrich and the Instituto Universitário de Ciências Psicológicas, Sociais e da Vida. This focuses on a description and analysis of the context observed, during the practice with a 3rd grade class, in a public institution of reference for children with hearing problems and that receives many children with Special Educational Needs (SEN). The theme "Children with Special Educational Needs - From Integration to Inclusion in regular education" emerges from the context of practice and my need to better understand how teachers can work with children with SEN in a classroom context and what benefits these practices can bring to these children and for the groups in which they are inserted. For the development of this work I’ve defined the following question: "How to include children with special educational needs in a classroom context?" In order to relate the practice context to the concepts, a research according to several authors is presented. For data collection, was used the qualitative methodology through direct participant observation and proposed activities during the supervised practice. With this report it was possible to conclude that for these children to be included it is necessary to resort to pedagogical differentiation and that the work with the other children is very important for the development and inclusion of these ones with SEN.
ABSTRACT: The present report came within the scope of the Supervised Teaching Practice, in the Masters in Pre-school Education and teaching of the 1st Cycle of Basic Education of the Escola Superior de Educadores de Infância Maria Ulrich and the Instituto Universitário de Ciências Psicológicas, Sociais e da Vida. This focuses on a description and analysis of the context observed, during the practice with a 3rd grade class, in a public institution of reference for children with hearing problems and that receives many children with Special Educational Needs (SEN). The theme "Children with Special Educational Needs - From Integration to Inclusion in regular education" emerges from the context of practice and my need to better understand how teachers can work with children with SEN in a classroom context and what benefits these practices can bring to these children and for the groups in which they are inserted. For the development of this work I’ve defined the following question: "How to include children with special educational needs in a classroom context?" In order to relate the practice context to the concepts, a research according to several authors is presented. For data collection, was used the qualitative methodology through direct participant observation and proposed activities during the supervised practice. With this report it was possible to conclude that for these children to be included it is necessary to resort to pedagogical differentiation and that the work with the other children is very important for the development and inclusion of these ones with SEN.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em Educação Pré – Escolar E Ensino Do 1º Ciclo Do Ensino Básico
Keywords
Inclusão Necessidades educativas especiais Diferenciação pedagógica Cooperação Inclusion Special educational needs Pedagogical differentiation Cooperation