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Publication
Inclusão de crianças com necessidades educativas especiais no jardim de infância
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Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Prática Supervisionada em Jardim de Infância,
decorrente do ano letivo 2018/2019.
Esta decorreu numa instituição de cariz público, na valência de jardim de infância, numa sala
heterogénea, com idades compreendidas entre os 4 e os 6 anos de idade. O grupo integrava uma
criança com Necessidades Educativas Especiais, com deficiência motora, o que condicionava
a sua mobilidade e a sua comunicação. Havia também a considerar, três crianças cuja língua
materna não é o português, o que colocava grandes desafios à comunicação.
Neste contexto, fiquei motivada para compreender como promover a inclusão efetiva de todas
as crianças no grupo, em Jardim de Infância; quais os desafios que o educador encontra para
viabilizar a inclusão junto do seu grupo de crianças; e compreender qual o seu papel como
promotor do trabalho colaborativo em equipa e de ambientes de aprendizagem naturais e
inclusivos.
A metodologia utilizada na investigação foi qualitativa. Os instrumentos de pesquisa foram a
observação, através de notas de campo e as entrevistas.
A análise dos resultados procurou, assim, dar resposta às questões que me acompanharam ao
longo da Prática Supervisionada em Jardim de Infância, tendo como base de apoio os
referenciais teóricos, as notas de campo recolhidas, as entrevistas e as atividades realizadas com
o objetivo de que todos pudessem participar ativamente nas propostas realizadas.
No final deste Relatório, destaco a pertinência do estudo para a emergência do meu
conhecimento profissional enquanto Educadora de Infância na promoção de ambientes
inclusivos para todos.
The present report was conducted as part of the Supervised Practice in kindergarten, during the 2018/2019 school year. It was held in a public institution, in a kindergarten, with a heterogeneous group, aged between 4 and 6 years old. The group included a child with Special Educational Needs, with motor disability, which conditioned its mobility and communication. There were also three children whose first language is not Portuguese, which posed great challenges to communication. In this context, I was motivated to understand how to promote the effective inclusion of all children in the group, in kindergarten context; what challenges the teacher encounters to make inclusion possible within the group of children; and understand its role as advocate of collaborative teamwork and of natural and inclusive learning environments. The methodology used in the research was qualitative. The instruments of research were observation, through field notes, and interviews. The analysis of the results aimed, therefore, to answer the questions that accompanied me during the Supervised Practice in kindergarten, having as base of support the theoretical references, the collected field notes, the interviews and the activities carried out, with the goal that all children could participate actively in the proposed activities. In the end of this report, I emphasize the relevance of the study to the development of my professional knowledge as a kindergarten teacher in the promotion of environments that are inclusive for all.
The present report was conducted as part of the Supervised Practice in kindergarten, during the 2018/2019 school year. It was held in a public institution, in a kindergarten, with a heterogeneous group, aged between 4 and 6 years old. The group included a child with Special Educational Needs, with motor disability, which conditioned its mobility and communication. There were also three children whose first language is not Portuguese, which posed great challenges to communication. In this context, I was motivated to understand how to promote the effective inclusion of all children in the group, in kindergarten context; what challenges the teacher encounters to make inclusion possible within the group of children; and understand its role as advocate of collaborative teamwork and of natural and inclusive learning environments. The methodology used in the research was qualitative. The instruments of research were observation, through field notes, and interviews. The analysis of the results aimed, therefore, to answer the questions that accompanied me during the Supervised Practice in kindergarten, having as base of support the theoretical references, the collected field notes, the interviews and the activities carried out, with the goal that all children could participate actively in the proposed activities. In the end of this report, I emphasize the relevance of the study to the development of my professional knowledge as a kindergarten teacher in the promotion of environments that are inclusive for all.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto
Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em
Educação Pré-escolar
Keywords
Jardim de infância Inclusão Necessidades educativa especiais Kindergarten Inclusion Special educational needs