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Estratégias utilizadas pelos profissionais para promover a inclusão no 1ºciclo
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Abstract(s)
O presente relatório foi realizado no decorrer da Unidade Curricular de Prática Supervisionada em 1.ºCiclo do Ensino Básico, no ano letivo 2019/2020.
A prática decorreu numa instituição de natureza jurídica privada, numa sala de 4ºano de escolaridade, composta por 15 crianças com idades compreendidas entre os 9 e os 11 anos, sendo 7 do sexo feminino e 8 do sexo masculino. A turma integrava uma criança com Necessidades Educativas Especiais, com Síndrome de Down, e todas as crianças tinham nacionalidade portuguesa.
Tendo em conta este contexto percebi que todas as crianças tinham a oportunidade de aprender e que esta aprendizagem era realizada de forma diferenciada, com recurso a diferentes estratégias atendendo às necessidades individuais de cada uma. Assim, fiquei motivada por compreender as estratégias que os diversos profissionais utilizavam para promover a inclusão no 1.ºCiclo do Ensino Básico, nomeadamente que princípios e práticas foram desenvolvidos face a uma educação inclusiva e quais são os fatores indicadores e promotores de uma escola inclusiva.
A metodologia utilizada para a realização deste relatório foi a metodologia qualitativa e os instrumentos foram a observação direta através dos registos do diário de bordo, dos registos fotográficos e do portfólio.
Assim, a análise dos dados recolhidos pretendeu dar resposta às questões colocadas, na tentativa de compreender não só o papel dos diversos profissionais na resposta que dão às crianças com Necessidades Educativas Especiais, como também a forma como se exerce, na prática, uma educação inclusiva.
This report was concluded for the course unit of Supervised Practice in the 1st Cycle of Basic Education, during the school year of 2019/2020. The practice, which took place in a private institution, involved a 4th-grade class composed of 15 children of ages ranging between 9 and 11 years old, consisting of 7 females and 8 males. The class also had a child with Special Education Needs, diagnosed with Down’s Syndrome. All the children had Portuguese nationality. Within the given context, I was able to comprehend that all the children were given the opportunity to learn and that the learning process was differentiated, consisting of distinct strategies that matched the individual needs of each child. It was motivating to witness the strategies that all of the professionals involved used to promote inclusion in the 1st Cycle of Basic Education, namely that the principles and practices in question were developed taking into account an inclusive education and which factors indicate and promote it. The methodology behind the writing of this report was qualitative and the instruments used were the direct observation of daily logbook entries, photographic records, and the portfolio. The analysis of the gathered data intended to answer the posed questions in an attempt to understand not only the role of the involved professionals in their approach to children with Special Needs but also how inclusive education is promoted in practice.
This report was concluded for the course unit of Supervised Practice in the 1st Cycle of Basic Education, during the school year of 2019/2020. The practice, which took place in a private institution, involved a 4th-grade class composed of 15 children of ages ranging between 9 and 11 years old, consisting of 7 females and 8 males. The class also had a child with Special Education Needs, diagnosed with Down’s Syndrome. All the children had Portuguese nationality. Within the given context, I was able to comprehend that all the children were given the opportunity to learn and that the learning process was differentiated, consisting of distinct strategies that matched the individual needs of each child. It was motivating to witness the strategies that all of the professionals involved used to promote inclusion in the 1st Cycle of Basic Education, namely that the principles and practices in question were developed taking into account an inclusive education and which factors indicate and promote it. The methodology behind the writing of this report was qualitative and the instruments used were the direct observation of daily logbook entries, photographic records, and the portfolio. The analysis of the gathered data intended to answer the posed questions in an attempt to understand not only the role of the involved professionals in their approach to children with Special Needs but also how inclusive education is promoted in practice.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1ºCiclo do Ensino Básico, criado por Aviso nº 9932/2017, publicado no Diário da República, 2ª série, n.º165, de 28 de agosto de 2017.
Keywords
1ª Ciclo do Ensino Básico Necessidades educativas especiais Estratégias Educação inclusiva 1st Cycle of basic education, , ,. Special education needs Strategies Inclusive education