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Participação de alunos com NEE nas actividades de grupo na escola de ensino regular – Estudos de caso no J.I. E 1ºciclo
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Authors
Advisor(s)
Abstract(s)
Este estudo tem como principal objetivo analisar e caracterizar a participação de
alunos com necessidades educativas especiais nas actividades de grupo na escola de
ensino regular. Assim, recorrendo à metodologia do estudo de caso, participaram neste
estudo dois alunos com necessidades educativas especiais pertencentes a escolas de
ensino regular, um deles diagnosticado com Paralisia Cerebral, a frequentar o ensino
pré-escolar e com um Plano Educativo Individual e o outro com défice cognitivo, a
frequentar o 3º ano de escolaridade numa turma mista de 3º/4º ano, com um Currículo
Específico Individual. De modo a procedermos à caracterização da participação destes
alunos, recorremos a instrumentos como a análise documental, a observação dos alunos
nas atividades que realizam em vários contextos educativos, questionários realizados
aos colegas dos alunos com necessidades educativas especiais participantes no estudo –
existindo um questionário adaptado aos alunos do pré-escolar e outro aos do 1º ciclo,
questionário aos encarregados de educação dos colegas dos alunos com necessidades
educativas especiais participantes no estudo e também entrevistas realizadas aos
encarregados de educação do aluno com necessidades educativas especiais do préescolar
e aos intervenientes educativos nas escolas, nomeadamente, a educadora de
infância e professora titular de turma, ao professor de ensino especial e ao professor
coadjuvante, à assistente operacional do pré-escolar e a um elemento pertencente à
direcção do agrupamento de escolas.
Os resultados obtidos permitem-nos verificar que no caso do aluno do préescolar,
existe uma percepção positiva acerca da sua inclusão e participação nas
atividades de grupo na escola de ensino regular por parte de todos os participantes, o
que de uma forma geral se comprova pelas observações efetuadas, em todos os
contextos, exceto naqueles em que a participação nas atividades é condicionada pelas
limitações do aluno ou nas situações em que o aluno é retirado da sala de aula devido às
terapias. No caso do aluno de 1ºciclo, os resultados indicam que relativamente às
atividades de grupo, a sua participação não é total, apesar de estar presente na turma em
horário completo, existem atividades em que o aluno não participa e existem
discrepâncias no que diz respeito à percepção dos participantes relativamente ao
conceito de inclusão e consequentemente à inclusão e participação deste aluno nas
atividades de grupo, principalmente no que diz respeito ao trabalho realizado em sala de
aula.
ABSTRACT: This study as the purpose to analyse and characterize the participation of the students with special education needs in the group activities within the regular teaching school. For that being, with the methodology of the study case, participated in that study two student with special education needs belonging to schools with regular teaching, one of them diagnosed with Cerebral Paralysis, in preschool and with an Individual Educative Plan and the other with cognitive deficit in the third grade within a mixed class of third and fourth grades, with a Specific Individual Curriculum. In order to proceed the characterization of the participation of this students, we used instruments such as documental analysis, observation of the participant students in the activities they perform within different educational environments, questionnaires performed at the colleagues of the students with special education needs participating in the study – there’s a questionnaire adapted to the students in preschool and another to the students of primary schooling, questionnaire performed at the parents/guardians of the colleagues of the students with special education needs participating in the study and also a few interviews performed at the parents of the student with special education needs in preschool and at the other educational actors at schools, namely, the kindergarten teacher and the teacher of the primary school, the special education teacher, the supporting teacher, the operational assistant of the kindergarten and a member of the administration of the school group. The results obtained allow us to verify that, in the case of the preschool student, there is a positive perception about his inclusion and participation in the group activities within the regular school by all participants of the study, which in general is verified by the observation made, in all contexts, except in those in which the participation in the activities is conditioned by the limitations of the student or in the situations where the student is removed from the classroom due to therapies. In the case of the elementary school student, the results showed that the student doesn’t participate fully in the group activities, despite being present in the class in full time, there are activities where the student doesn’t participate and there are differences regarding to the participants perception about to the concept of inclusion and consequently, in the inclusion and participation of this student in the group activities, in particular, the activities on the class work.
ABSTRACT: This study as the purpose to analyse and characterize the participation of the students with special education needs in the group activities within the regular teaching school. For that being, with the methodology of the study case, participated in that study two student with special education needs belonging to schools with regular teaching, one of them diagnosed with Cerebral Paralysis, in preschool and with an Individual Educative Plan and the other with cognitive deficit in the third grade within a mixed class of third and fourth grades, with a Specific Individual Curriculum. In order to proceed the characterization of the participation of this students, we used instruments such as documental analysis, observation of the participant students in the activities they perform within different educational environments, questionnaires performed at the colleagues of the students with special education needs participating in the study – there’s a questionnaire adapted to the students in preschool and another to the students of primary schooling, questionnaire performed at the parents/guardians of the colleagues of the students with special education needs participating in the study and also a few interviews performed at the parents of the student with special education needs in preschool and at the other educational actors at schools, namely, the kindergarten teacher and the teacher of the primary school, the special education teacher, the supporting teacher, the operational assistant of the kindergarten and a member of the administration of the school group. The results obtained allow us to verify that, in the case of the preschool student, there is a positive perception about his inclusion and participation in the group activities within the regular school by all participants of the study, which in general is verified by the observation made, in all contexts, except in those in which the participation in the activities is conditioned by the limitations of the student or in the situations where the student is removed from the classroom due to therapies. In the case of the elementary school student, the results showed that the student doesn’t participate fully in the group activities, despite being present in the class in full time, there are activities where the student doesn’t participate and there are differences regarding to the participants perception about to the concept of inclusion and consequently, in the inclusion and participation of this student in the group activities, in particular, the activities on the class work.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em Psicologia Educacional
Keywords
Inclusão Participação Necessidades educativas especiais Inclusion Participation Special education needs