Loading...
Publication
Análise das práticas no âmbito das equipas locais de intervenção precoce e da educação especial: um estudo comparativo
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 11.05 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Ao longo das últimas décadas tem-se verificado uma grande evolução no âmbito
da intervenção precoce na infância (IPI), e nos últimos anos, a educação e os cuidados
na primeira infância ganharam uma posição de destaque na agenda europeia. A
comunidade internacional reconheceu o valor da IPI para crianças vulneráveis e suas
famílias. Em todo o mundo, famílias, profissionais, organizações da sociedade civil e
governos defendem a melhoria dos serviços prestados à primeira infância em todos os
setores – saúde, educação, proteção e ação social. Em Portugal, apesar de ser um dos poucos países com legislação específica para a IPI – Decreto-Lei n.º 281/2009, que criou o sistema nacional de intervenção precoce
na infância – SNIPI a existência simultânea de dois normativos para as crianças dos 3-6
anos (Decreto-Lei n.º 3/2008), um longo e complexo caminho se tem vindo a verificar
na implementação das práticas recomendadas O nosso trabalho enquadra-se nas linhas de investigação nacional e
internacional, no âmbito dos estudos da avaliação de programas de intervenção precoce
na infância, avaliação das perceções de pais e profissionais sobre os serviços de
intervenção precoce e perspetiva de intervenção centrada na família e nos contextos,
bem como a análise de práticas. O estudo foi realizado no distrito de Lisboa e nele participaram 36 profissionais e
36 famílias. A recolha de dados foi iniciada depois da autorização da Comissão Nacional de Proteção de Dados, e da declaração de consentimento informado assinada pelos pais. As questões de investigação colocadas no âmbito do estudo empírico decorrem de quatro objetivos: ! Comparar as perceções das famílias e dos profissionais sobre as práticas
nos diferentes contextos de atendimento; ! Comparar as perceções sobre a importância que as famílias e os
profissionais atribuem às práticas nos diferentes contextos de atendimento; ! Observar e analisar as práticas de IPI em diferentes contextos de prestação de serviços – equipa local de intervenção (domicílio, creche e
jardim de infância) e educação especial do Ministério da Educação e Ciência (jardim de infância) ;
Análise de Práticas no Âmbito das Equipas Locais de Intervenção e da Educação Especial
Um estudo comparativo! ! x ! Avaliar em qual dos contextos, estas práticas se adequam ao modelo de
intervenção centrado na família. Usamos como instrumentos a Family Focused Intervention Scale de Mahoney,
O’Sullivan e Dennenbaum (1990) adaptada por Pimentel (2003a), para avaliar as
perceções dos pais e a Inclusive Classroom Profile de Soukakou (2007), traduzida e
adaptada provisoriamente por Corval et al, (2012), que serviu de base à grelha de
observação. Os resultados obtidos revelam que, na generalidade, os nossos resultados são
muito semelhantes aos obtidos por (Pimentel, 2003b, 2005), não se evidenciando
práticas centradas na família, nem a participação da mesma no processo de
intervenção. No estudo de observação, de caráter qualitativo, foram muito poucos os
casos em que pudemos observar práticas que vão ao encontro destas recomendações
internacionais. No que diz respeito à intervenção centrada nos contextos naturais, os dados
obtidos permitiram-nos concluir que, mesmo quando o apoio é dado dentro da sala, nem
sempre as atividades que aí decorrem nem as rotinas da sala/colegas são aproveitadas
pelos profissionais de apoio, não podendo por isso falar-se em intervenção baseada nas
rotinas e nos contextos naturais de aprendizagem.
Throughout the last decades, there has been a significant evolution in the field of Early Childhood Intervention (ECI), and, in recent years, early childhood education and care have gained an outstanding position on the European agenda. The international community recognised the value of ECI to vulnerable children and their families. All over the world, professionals, families, civil society organisations and governments want an improvement in the quality of services provided to early childhood in every sector – health, education, protection and social action. Portugal is one of the few countries having specific legislation for ECI, - Decree-Law 281/2009, which created the National Early Childhood Intervention System of ECI (NECIS). Nevertheless, implementation of recommended practices has not been easy. We think that the simultaneous existence of two normative documents for 3 to 6 year-old children (Decree-Law 3/2008) may be a barrier to that implementation. Our work fits into the national and international lines of research, in what concerns the of ECI programmes evaluation studies, the evaluation of parents’ and professionals’ perceptions about the ECI services, and analysis of professional practices in what concerns family and contexts-centred intervention. The study was conducted in the district of Lisboa and it had the participation of 36 professionals and 36 families. The data collection was initiated after the approval of the National Commission for Data Protection and the informed consent document signed by the parents. The main goals of the research were: ! To compare families’ and professionals’ perceptions about the practices in different contexts of service provision; ! To compare the perceptions about the importance that families and professionals give to the practices in different contexts of service provision; ! To observe and to analyse the practices of ECI in different contexts of service provision – Local Intervention Teams (home, day nursery and kindergarten) and Special Education of the Ministry of Education and Science (kindergarten); ! To evaluate in which of the contexts these practices are similar to the family-centred intervention model. We used the Family Focused Intervention Scale by Mahoney, O’Sullivan e Dennenbaum (1990) adapted by Pimentel (2003a) to evaluate parents’ and professionals’ perceptions, and Inclusive Classroom Profile by Soukakou (2007), translated and provisionally adapted by Corval et al, (2012) which served as a basis for the observation chart. Our results are very similar to those obtained by Pimentel (2003b, 2005), as there is no evidence of family-centred practices nor the participation of the family in the intervention process. In the qualitative observation study, there were very few cases in which we could observe practices that address the international recommendations. Concerning intervention in natural contexts, data allowed us to conclude that, even when the support is given inside the classroom or at home, the activities that take place in those settings or the routines of the classroom/classmates are not harnessed by the professionals. Therefore, we cannot talk about intervention based on routines and natural contexts of learning.
Throughout the last decades, there has been a significant evolution in the field of Early Childhood Intervention (ECI), and, in recent years, early childhood education and care have gained an outstanding position on the European agenda. The international community recognised the value of ECI to vulnerable children and their families. All over the world, professionals, families, civil society organisations and governments want an improvement in the quality of services provided to early childhood in every sector – health, education, protection and social action. Portugal is one of the few countries having specific legislation for ECI, - Decree-Law 281/2009, which created the National Early Childhood Intervention System of ECI (NECIS). Nevertheless, implementation of recommended practices has not been easy. We think that the simultaneous existence of two normative documents for 3 to 6 year-old children (Decree-Law 3/2008) may be a barrier to that implementation. Our work fits into the national and international lines of research, in what concerns the of ECI programmes evaluation studies, the evaluation of parents’ and professionals’ perceptions about the ECI services, and analysis of professional practices in what concerns family and contexts-centred intervention. The study was conducted in the district of Lisboa and it had the participation of 36 professionals and 36 families. The data collection was initiated after the approval of the National Commission for Data Protection and the informed consent document signed by the parents. The main goals of the research were: ! To compare families’ and professionals’ perceptions about the practices in different contexts of service provision; ! To compare the perceptions about the importance that families and professionals give to the practices in different contexts of service provision; ! To observe and to analyse the practices of ECI in different contexts of service provision – Local Intervention Teams (home, day nursery and kindergarten) and Special Education of the Ministry of Education and Science (kindergarten); ! To evaluate in which of the contexts these practices are similar to the family-centred intervention model. We used the Family Focused Intervention Scale by Mahoney, O’Sullivan e Dennenbaum (1990) adapted by Pimentel (2003a) to evaluate parents’ and professionals’ perceptions, and Inclusive Classroom Profile by Soukakou (2007), translated and provisionally adapted by Corval et al, (2012) which served as a basis for the observation chart. Our results are very similar to those obtained by Pimentel (2003b, 2005), as there is no evidence of family-centred practices nor the participation of the family in the intervention process. In the qualitative observation study, there were very few cases in which we could observe practices that address the international recommendations. Concerning intervention in natural contexts, data allowed us to conclude that, even when the support is given inside the classroom or at home, the activities that take place in those settings or the routines of the classroom/classmates are not harnessed by the professionals. Therefore, we cannot talk about intervention based on routines and natural contexts of learning.
Description
Tese de Doutoramento em Ciências da Educação na área de especialização de necessidades educativas especiais apresentada no ISPA - Instituto Universitário
Keywords
Intervenção precoce na infância Intervenção centrada na família Contextos naturais e rotinas Perturbação do espectro do autismo Early intervention in childhood Family centered intervention Natural contexts and routines Autism spectrum disorder