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A inclusão de uma criança com atraso global de desenvolvimento no pré-escolar
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| 1.19 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este relatório de investigação surge no âmbito da Prática de Ensino Supervisionada (PES) e
tem como título “A Inclusão de uma criança com atraso global de desenvolvimento AGD no pré
escolar ”. A escolha do tema, surgiu do vasto interesse que me desperta a área das Necessidades
Educativas Especificas e o desejo de querer saber mais e quais as melhores estratégias que o
educador deve aplicar nesta área.
Neste relatório pretende
se aprofundar conhecimentos acerca da temática do atraso de
desenvolviment o e , assim, perceber de que forma é que as estratégias de intervenção desenvolvidas
com uma criança com AGD facilitam o seu processo de inclusão.
Para que tal fosse possível
, houve a necessidade de se delinear a metodologia adequada , que
é uma metodologia de investigação qualitativa, pois é possível realizar uma observação mais direta
do objeto em estudo e , assim participar ativamente no processo de recolha de dados, bem como no
delineamento das atividades a d esenvolver com a criança, minimizando assim as suas dificuldades.
Inicialmente, foi feita uma pesquisa bibliográfica sobre o tema, criámos um conjunto de
atividades de diagnóstico , de forma a explorar as potencialidades da criança e reconhecer quais as
su as maiores dificuldades, realiz á mos também observação direta participante, de forma a
estabelecer uma relação afetiva e conhecer as rotinas da criança e por fim, realizou se um conjunto
de atividades, num plano de intervenção educativo, com o objetivo d e melhorar algumas das áreas
onde a criança demonstrou maiores dificuldades, destacando a área da linguagem e comunicação, a
área da matemátic a e d a área da formação pessoal e social. Após a realização das atividades
delineadas , v erificou se uma melhoria n o desenvolvimento da linguagem oral, no domínio da
matemática e na memorização concentração, uma vez que estes domínios eram os mais fragilizados
e sobre os quais foram planeadas as atividades com a educadora titular e a educadora de apoio
educativo.
This research report comes under the Supervised Teaching Practice (PES) and is entitl ed "The Inclusion of a Child with global developmental delay ( in Preschool". The choice of the theme arose from the vast interest that arouses me in the area of Specific Educational Needs and the desire to want to know more and what are the best strat egies that the educator should apply in this area. This report aims to deepen knowledge about the theme of developmental delay and, thus, understand how the intervention strategies developed with a child with GDD facilitate their inclusion process. For this to be possible, it was necessary to outline the appropriate methodology, which is a qualitative research methodology, since it is possible to perform a more direct observation of the object under study and, thus, actively participate in the data collection process, as well as in the design o f the activities to be developed with the child, thus minimizing their difficulties. Initially, bibliographic research was done on the subject, we created a set of diagnostic activities, in order to explore the potential of the child and recognize what the ir greatest difficulties, we also carried out direct participant observation, in order to establish an affective relationship and know the routines of the child and, finally, a set of activities was carried out, in an educational intervention plan, with th e objective of improving some of the areas where the child showed greater difficulties, highlighting the area of language and communication, the area of mathematics and the area of personal and social formation. After carrying out the outlined activities, there was an improvement in the development of oral language, in the domain of mathematics and in memorization concentration since these domains were the most fragile and on which the activities with the titular educator and the educational support educato r were planned.
This research report comes under the Supervised Teaching Practice (PES) and is entitl ed "The Inclusion of a Child with global developmental delay ( in Preschool". The choice of the theme arose from the vast interest that arouses me in the area of Specific Educational Needs and the desire to want to know more and what are the best strat egies that the educator should apply in this area. This report aims to deepen knowledge about the theme of developmental delay and, thus, understand how the intervention strategies developed with a child with GDD facilitate their inclusion process. For this to be possible, it was necessary to outline the appropriate methodology, which is a qualitative research methodology, since it is possible to perform a more direct observation of the object under study and, thus, actively participate in the data collection process, as well as in the design o f the activities to be developed with the child, thus minimizing their difficulties. Initially, bibliographic research was done on the subject, we created a set of diagnostic activities, in order to explore the potential of the child and recognize what the ir greatest difficulties, we also carried out direct participant observation, in order to establish an affective relationship and know the routines of the child and, finally, a set of activities was carried out, in an educational intervention plan, with th e objective of improving some of the areas where the child showed greater difficulties, highlighting the area of language and communication, the area of mathematics and the area of personal and social formation. After carrying out the outlined activities, there was an improvement in the development of oral language, in the domain of mathematics and in memorization concentration since these domains were the most fragile and on which the activities with the titular educator and the educational support educato r were planned.
Description
Keywords
Atraso global de desenvolvimento Educação pré-escolar Inclusão Família