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No caminho de uma educação (mais) inclusiva: diferenciação é adequação curricular
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Abstract(s)
A educação inclusiva pressupõe um novo conceito de escola, uma escola renovada, com uma estrutura organizativa diferente, aberta à mudança, inovadora e assente no respeito pela diferença. Para tal, é preciso assumir a diversidade, criando respostas adequadas, nomeadamente através do desenvolvimento de um cturículo aberto
e flexível, que não se esgote no aluno “médio”, mas que se construa permanentemente
perante as necessidades de cada um, criando uma rede adequada de recursos e
privilegiando a cooperação dos diversos intervenientes na definição de estratégias
diversificadas que possibilitem o sucesso de todos.
A presente investigação, utilizando estratégias de natureza qualitativa e
quantitativa, procurou equacionar alguns aspectos relevantes desta problemática. Nesse
sentido, desenvolveu-se um estudo prévio, que caracterizou os alunos dos 2° e 3° ciclos
do ensino básico com necessidades educativas especiais que recebem apoio educativo,
na região do Algarve. Numa segunda fase, a pesquisa visou identificar eventuais diferenças nas adequações curriculares individualizadas e na intervenção educativa
adoptadas e o seu impacto no aproveitamento escolar desses alunos.
A investigação proctuou identificar eventuais diferenças entre dois grandes grupos de alunos com necessidades educativas especiais de carácter prolongado/permanente: os que as apresentam no domínio da cognição e os que têm problemas noutros domínios. A comparação entre estes dois grupos evidenciou que em três factores: “Adequações para acesso ao currículo”, “Apoio específico aos professores” e “Adequação do número de alunos por turma” os alunos não apresentam diferenças significativas. Todavia diferem significativamente no que concerne às adequações cturiculares individualizadas e à intervenção educativa, assim como no aproveitamento escolar, sobretudo quanto aos seguintes factores: “Adequações metodológicas e didácticas”, “Adequações dos obj ectivos e dos conteúdos curriculares e no processo de avaliação”, “Apoio específico aos alunos”, “Apoio às famílias” e “Aproveitamento escolar”.
The inclusive education implies a new concept of school, a renewed one with a different structural order, open to changes, innovator and based on the respect for the difference. For such, its necessary to assume the diversity creating suitable answers, specially through the development of an open and flexible curriculum that does not wear out in the so called “regular” pupil, but that adapts itself continually before the necessities of each individual, creating a suitable net of resources and allowing the cooperation between the different mediators in the definition of diversified strategies that make possible the success of everybody. Using strategies of qualitative and quantitative nature, the present research looked for to equate some relevant aspects of this problematic. In this sense it was developed a preliminary study that characterised the pupils ofPrima1y School-Jtmior (y. 5th, 6th) and Secondary School ( y. 7th, 8th,9th), living in the region of Algarve, with special needs and receiving educational support. In a second phase, the research aimed for the identification of possible differences in the individualised curricula adaptations and in the educational intervention adopted and their impact in the school achievement of these pupils. The research tried to identify the possible differences between two major groups of pupils with special needs of permanent or extended type: the pupils that have an handicap in the cognitive area, and the ones that have handicaps in other areas. The comparison between the two groups showed that they did not present significant differences in three factors: “Adaptation to access to the cturiculum”, “Specific support to the teachers”, and “Adaptation of the number of pupils per class”. However they differ greatly when it concems to the individualised adaptations of the curricula, the educational intervention and the school achievement, specially in the following factors: “Methodological and didactical adaptations”, “Adaptations of the purposes and of the curricula contents”, “Specific support to the pupils”, “Support to the families” and “School achievement”.
The inclusive education implies a new concept of school, a renewed one with a different structural order, open to changes, innovator and based on the respect for the difference. For such, its necessary to assume the diversity creating suitable answers, specially through the development of an open and flexible curriculum that does not wear out in the so called “regular” pupil, but that adapts itself continually before the necessities of each individual, creating a suitable net of resources and allowing the cooperation between the different mediators in the definition of diversified strategies that make possible the success of everybody. Using strategies of qualitative and quantitative nature, the present research looked for to equate some relevant aspects of this problematic. In this sense it was developed a preliminary study that characterised the pupils ofPrima1y School-Jtmior (y. 5th, 6th) and Secondary School ( y. 7th, 8th,9th), living in the region of Algarve, with special needs and receiving educational support. In a second phase, the research aimed for the identification of possible differences in the individualised curricula adaptations and in the educational intervention adopted and their impact in the school achievement of these pupils. The research tried to identify the possible differences between two major groups of pupils with special needs of permanent or extended type: the pupils that have an handicap in the cognitive area, and the ones that have handicaps in other areas. The comparison between the two groups showed that they did not present significant differences in three factors: “Adaptation to access to the cturiculum”, “Specific support to the teachers”, and “Adaptation of the number of pupils per class”. However they differ greatly when it concems to the individualised adaptations of the curricula, the educational intervention and the school achievement, specially in the following factors: “Methodological and didactical adaptations”, “Adaptations of the purposes and of the curricula contents”, “Specific support to the pupils”, “Support to the families” and “School achievement”.
Description
Keywords
Necessidades educativas especiais Integração escolar Educação inclusiva Intervenção educativa Projecto curricular Adequações curriculares