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Publication
O papel do educador de infância na inclusão de crianças com necessidades educativas especiais em jardim-de-infância
Advisor(s)
Abstract(s)
O presente relatório insere-se na Unidade Curricular de Prática de Ensino Supervisionada. Este trabalho final visa procurar respostas ao desafio que constitui a inclusão de crianças com Necessidades Educativas Especiais (NEE) em contextos regulares de educação de infância. A escolha do tema surge a partir da necessidade de melhor compreender e aprofundar questões relacionadas com o processo de inclusão, a legislação que o abrange, e o papel do educador na sua promoção. Visa ainda, de forma mais específica, compreender e identificar as práticas dos educadores de infância relativas à inclusão de crianças com NEE em jardim-de-infância, nomeadamente no contexto de realização do estágio final, numa instituição particular de solidariedade social em Lisboa. Com base nas questões de partida construídas - Como perspetivam os educadores de infância, deste contexto institucional, a sua experiência na inclusão de crianças com NEE?; Têm conhecimento sobre a legislação que contextualiza o processo de Inclusão?; Que práticas e estratégias utilizam para a viabilizar?; Que apoios e recursos elegem como fundamentais neste processo? - foi realizado um questionário, entregue às doze Educadoras de infância que constituem a equipa da instituição. Os dados recolhidos decorrem das suas respostas às questões colocadas, onde se destaca a defesa da inclusão como um direito de todas as crianças, mas também a preocupação e alguma insegurança em relação à sua concretização. Sublinha-se a importância da formação contínua, ao longo da vida, potenciadora de estratégias para viabilizar a inclusão enriquecendo o bem-estar, desenvolvimento e aprendizagem de todas as crianças, com e sem NEE.
The present report is inserted in the Course Unit for Supervised Teaching Practice. This final work aims to search for answers for the challenge that inclusion of children with special education needs (SEN) represents in regular child education contexts. The theme’s choice arises from the necessity to better understand and deepen questions related with the inclusion process, the legislation that covers it and the role of the educator in its promotion. This report also aims, in a more specified form, to understand and identify educator’s early childhood practice and role concerning the inclusion of children with SEN in kindergartens, especially in the context of the final internship, in a social solidarity institution in Lisbon. Based on the initial questions – How do early childhood educator’s, from this institutional context, view their experience on inclusion of children with SEN?; Do they have knowledge about the legislation which contextualizes the process of Inclusion?; What strategies and practices do they use to make it viable?; Which support and resources do they choose as fundamental in this process? – A questionnaire was realized and delivered for the twelve kindergarten teachers that the institution team comprises. The information gathered arises from their answers to the previous questions, where the defense of inclusion stands out as a right for all children, but also the concern and some insecurity relative to its implementation. This report underlines the importance of ion-service, continuum training and lifelong learning, to strengthen strategies that make inclusion viable and enriching the well-being, development and learning of all children, with and without SEN.
The present report is inserted in the Course Unit for Supervised Teaching Practice. This final work aims to search for answers for the challenge that inclusion of children with special education needs (SEN) represents in regular child education contexts. The theme’s choice arises from the necessity to better understand and deepen questions related with the inclusion process, the legislation that covers it and the role of the educator in its promotion. This report also aims, in a more specified form, to understand and identify educator’s early childhood practice and role concerning the inclusion of children with SEN in kindergartens, especially in the context of the final internship, in a social solidarity institution in Lisbon. Based on the initial questions – How do early childhood educator’s, from this institutional context, view their experience on inclusion of children with SEN?; Do they have knowledge about the legislation which contextualizes the process of Inclusion?; What strategies and practices do they use to make it viable?; Which support and resources do they choose as fundamental in this process? – A questionnaire was realized and delivered for the twelve kindergarten teachers that the institution team comprises. The information gathered arises from their answers to the previous questions, where the defense of inclusion stands out as a right for all children, but also the concern and some insecurity relative to its implementation. This report underlines the importance of ion-service, continuum training and lifelong learning, to strengthen strategies that make inclusion viable and enriching the well-being, development and learning of all children, with and without SEN.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Inclusão Papel do educador de infância Crianças com necessidades educativas especiais Inclusion Nursery school teacher role Children Special education needs