Loading...
Publication
A Inclusão educativa de crianças de etnia cigana com perturbação do desenvolvimento intelectual
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.17 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
No presente estudo pretendeu-se conhecer quais as opiniões dos profissionais do ensino, dos técnicos e dos pais de três crianças ciganas com necessidades educativas específicas, nomeadamente com Perturbação do Desenvolvimento Intelectual, recolhendo as suas conceções sobre a inclusão dos mesmos em turmas regulares, sendo este o objetivo geral.
Trata-se de um estudo qualitativo, interpretativo, realizado numa escola do 1.º Ciclo do Ensino Básico de um agrupamento de escolas no Algarve, centrada na análise de informação, obtida nos documentos dos alunos (relatórios dos técnicos e RTP), no inquérito através de entrevista semiestruturada aos professores titulares, ao professor de educação especial, à coordenadora da EMAEI, à coordenadora de escola, à terapeuta da fala, à psicóloga, ao diretor técnico de um centro comunitário e às mães dos alunos em estudo.
Para os atores educativos a inclusão dos alunos ciganos com Perturbação do Desenvolvimento Intelectual é evidente no dia-a-dia escolar, através da adequação, ao seu nível de desenvolvimento e da diferenciação pedagógica, para que haja sucesso educativo.
Verifica-se que o papel dos professores e terapeutas é fundamental neste processo de inclusão, em cooperação com os pais dos alunos. Estes últimos são uma peça primordial no contexto escolar dos seus filhos e apesar das suas limitações literárias e das conceções inerentes às regras da sua comunidade, há hoje uma maior participação na vida escolar, mas que ainda carece de ser mais ativa e mais arrojada.
É notório que todos são de opinião que se poderia e deveria valorizar mais aquilo que as crianças trazem de seu, a sua cultura e as suas raízes, os seus interesses e os seus saberes, para que essa inclusão seja deveras efetiva.
Neste grupo específico de crianças não podemos dissociar as suas dificuldades dos valores socioculturais que lhes são impostos pela sua comunidade.
The present study intends to know the opinions of teaching professionals, technicians and parents of three gypsy (roma) children with specific educational needs, namely with Intellectual Development Disorder, collecting their conceptions about the inclusion of these children in regular classes. This is a qualitative, interpretative study carried out in a primary school of a cluster of schools in Algarve, focused on the analysis of information by collecting data obtained from students’ documents (technicians' reports and RTP) and a semi-structured interview with the teachers, the speech therapist, the psychologist, the technical director of a community center and the mothers of the students under study. For the educational agents, it is important an effective inclusion of Gypsy students with Intellectual Development Disorder in day-by-day school, through adaptation, level of development and pedagogical differentiation. This kind of inclusion leads to educational success. It appears that the role of teachers and therapists in cooperation with the students' parents is crucial in this process of inclusion. The last ones are an essential part of the children's school context and despite their literary limitations and the conceptions inherent to the rules of their community, there is today a greater participation in the children’s school life. However, it still needs to be more active and bolder. It is clear that everyone considers that one could and should value more what children bring from their home, their culture and roots, their interests and their knowledge, so that this inclusion is truly effective. In this specific group of children, we cannot dissociate their difficulties from the sociocultural values imposed on them by their community.
The present study intends to know the opinions of teaching professionals, technicians and parents of three gypsy (roma) children with specific educational needs, namely with Intellectual Development Disorder, collecting their conceptions about the inclusion of these children in regular classes. This is a qualitative, interpretative study carried out in a primary school of a cluster of schools in Algarve, focused on the analysis of information by collecting data obtained from students’ documents (technicians' reports and RTP) and a semi-structured interview with the teachers, the speech therapist, the psychologist, the technical director of a community center and the mothers of the students under study. For the educational agents, it is important an effective inclusion of Gypsy students with Intellectual Development Disorder in day-by-day school, through adaptation, level of development and pedagogical differentiation. This kind of inclusion leads to educational success. It appears that the role of teachers and therapists in cooperation with the students' parents is crucial in this process of inclusion. The last ones are an essential part of the children's school context and despite their literary limitations and the conceptions inherent to the rules of their community, there is today a greater participation in the children’s school life. However, it still needs to be more active and bolder. It is clear that everyone considers that one could and should value more what children bring from their home, their culture and roots, their interests and their knowledge, so that this inclusion is truly effective. In this specific group of children, we cannot dissociate their difficulties from the sociocultural values imposed on them by their community.
Description
Keywords
Inclusão Educação inclusiva Necessidades educativas específicas Comunidade cigana Perturbações do desenvolvimento intelectual