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Conceções dos docentes de uma equipa local de intervenção face à inclusão de crianças com necessidades educativas específicas
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.13 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A inclusão é uma temática muito debatida atualmente e de extrema importância em contexto escolar. Tendo sido alterada recentemente a legislação neste capítulo e, sabendo que a inclusão de todas as crianças no seu grupo de pares é fundamental para que haja um desenvolvimento harmonioso, impõe-se perceber quais são as conceções dos educadores de infância na sua prática e perceber qual o contributo dos docentes de uma equipa local de intervenção (ELI) na inclusão das crianças com Necessidades Educativas Específicas (NEE).
Este trabalho tem como objetivo geral contribuir para um maior conhecimento sobre as práticas, implementadas pelos docentes de uma ELI, para a inclusão de crianças com necessidades específicas, numa sala de atividades, em creche e/ou jardim de infância.
É uma investigação qualitativa e descritiva, com recurso a entrevistas semiestruturadas, onde através de um conjunto de questões se analisam as perceções de três educadores titulares de grupo, três docentes da Equipa Local de Intervenção de Lagos (ELI - Lagos) e três encarregados de educação, no concelho de Lagos.
Concluímos que a inclusão de alunos com NEE é muito importante, pois proporciona benefícios ao nível da autonomia e funcionalidade, ajuda na definição de objetivos e na orientação para uma vida ativa e ajuda a que as crianças com NEE sejam aceites e incluídas na sociedade. Como estratégias de intervenção destacou-se o trabalho cooperativo, pois favorece a interação entre as crianças e desenvolve competências sociais, diversidade das tarefas e dos materiais, parcerias pedagógicas e envolvimento familiar e social.
Inclusion is a topic that is currently being debated and of extreme importance in the school context. Having recently changed the legislation in this chapter, and knowing that the inclusion of all children in their peer group is essential for a harmonious development, it is necessary to understand what are the conceptions of kindergarten teachers in their practice and understand which the contribution of teachers from a local intervention team (ELI) in the inclusion of children with Specific Educational Needs (SEN). This work has as general objective to contribute to a greater knowledge about the practices, implemented by the teachers of an ELI, for the inclusion of children with specific needs, in an activity room, in a day care center and/or kindergarten. It is a qualitative and descriptive investigation, using semi-structured interviews, where, through a set of questions, the perceptions of three head group educators, three teachers from the Lagos Local Intervention Team (ELI - Lagos) and three guardians are analyzed, in the municipality of Lagos. We conclude that the inclusion of students with SEN is very important, as it provides benefits in terms of autonomy and functionality, helps in setting goals and guiding an active life, and helps children with SEN to be accepted and included in society. As intervention strategies, cooperative work was highlighted, as it favors interaction between children and develops social skills, diversity of tasks and materials, pedagogical partnerships and family and social involvement.
Inclusion is a topic that is currently being debated and of extreme importance in the school context. Having recently changed the legislation in this chapter, and knowing that the inclusion of all children in their peer group is essential for a harmonious development, it is necessary to understand what are the conceptions of kindergarten teachers in their practice and understand which the contribution of teachers from a local intervention team (ELI) in the inclusion of children with Specific Educational Needs (SEN). This work has as general objective to contribute to a greater knowledge about the practices, implemented by the teachers of an ELI, for the inclusion of children with specific needs, in an activity room, in a day care center and/or kindergarten. It is a qualitative and descriptive investigation, using semi-structured interviews, where, through a set of questions, the perceptions of three head group educators, three teachers from the Lagos Local Intervention Team (ELI - Lagos) and three guardians are analyzed, in the municipality of Lagos. We conclude that the inclusion of students with SEN is very important, as it provides benefits in terms of autonomy and functionality, helps in setting goals and guiding an active life, and helps children with SEN to be accepted and included in society. As intervention strategies, cooperative work was highlighted, as it favors interaction between children and develops social skills, diversity of tasks and materials, pedagogical partnerships and family and social involvement.
Description
Keywords
Conceções Intervenção precoce Educação inclusiva