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As necessidades educativas especiais do aluno com Síndrome de Cornélia de Lange
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Advisor(s)
Abstract(s)
A educação inclusiva é, atualmente, uma das inquietações das sociedades e dos sistemas
educativos. O paradigma, ideal da inclusão, prende-se com razões de diversos foros:
económicos, sociais e culturais. A escola como centro do processo educativo tem a
função de dinamizar um conjunto de respostas educativas de modo a atender a todas as
crianças e jovens com Necessidades Educativas Especiais (NEE). Neste contexto é
inadiável dar respostas às crianças e jovens com NEE, de modo a integrá-la na
sociedade em que vivemos.
A inclusão da criança no pré-escolar requer, indubitavelmente, uma grande diversidade
de saberes, formações e intervenções, de forma a participar no desenvolvimento global
da criança. A Intervenção Precoce (IP) propõe-se a intervir junto da criança e da sua
família. Esta mediação quanto mais cedo se iniciar, mais facilmente se evitará o
agravamento dos problemas da criança, família e da comunidade. Neste âmbito, os
professores adquirem um papel proeminente, sendo que se preconiza que os mesmos
estejam atentos, envolvidos na sua atividade, na partilha de projetos e respostas comuns,
os quais devem assentar em expetativas positivas com o intuito de cooperarem
ativamente em prol da melhoria da qualidade de vida destas crianças.
Este relatório de atividade profissional versa sobre a nossa prática profissional, a qual
sempre incidiu na escola inclusiva, nomeadamente nos últimos anos, dado que temos
vindo a trabalhar com alunos com NEE. A experiência profissional permitiu-nos
familiarizar com diversas patologias, nomeadamente, Perturbações do Espetro do
Autismo (PEA), entre outros. Aliada à experiência também a formação contínua tem
vindo a ser direcionada para a melhoria do processo de ensino-aprendizagem com os
aluno com NEE, procurando dar uma resposta efetiva às suas necessidades reais. Tendo
em linha de conta que experienciámos trabalhar com diversas patologias, não foi fácil
decidir sobre qual incidiria este relatório. Desta feita, optou-se por uma abordagem a um
aluno com a Síndrome de Cornelia de Lange (SCdL), inserido no pré-escolar, dado que
se tratou de um desafio muito complexo, o qual exigiu por parte da Equipa da Educação
Especial (EEE), um trabalho colaborativo, dinâmico, marcado por avanços e recuos, que
em última instância, procuraram contribuir para a aumento da qualidade de vida desta
criança e a sua integração na sociedade.
The inclusive education is, actually, one of the inquietations of the society and the educational systems. This paradigm, the ideal of inclusion, has to do with various economic, social and cultural reasons. The school, as the center of the educational process, has the function of dynamizing a set of educational responses, in order to serve all children and young people with special educational needs (SEN). In this context it is urgent to provide answers to children and young people with SEN, in order to integrate them into the society in which we live. The inclusion of the child in preschool requires, undoubtedly, a great diversity of knowledge, formations and interventions, in order to participate in the overall development of the child. The Early Intervention (EI) proposes to intervene with the child and his / her family. This mediation the earlier you start, the more easily you will avoid the aggravation of the problems of the child, family and community. In this context, teachers acquire a prominent role, and it is recommended that they be attentive, involved in their activity, sharing projects and common responses, which should be based on positive expectations in order to cooperate actively in improve quality of life of these children. This professional activity report is about our professional practice, which has always focused on the inclusive school, especially in recent years, since we have been working with students with NEE. The professional experience allowed us to familiarize ourselves with several pathologies, namely, Autism Spectrum Disorders (ASD), among others. Allied to the experience also the continuous training has been directed to the improvement of the teaching-learning process with the students with SEN, trying to give an effective answer to their real needs. Taking into account that we have experienced working with various pathologies, it was not easy to decide on what would be the subject of this report. This made, we opted for to approach the case of a student with Cornelia de Lange Syndrome (CdLS), inserted in the preschool, because it was a very complex challenge, which demanded by the Special Education Team (SET), a collaborative, dynamic work marked by advances and retreats that ultimately contributed to the improvement of the quality of life of this child and its integration into society
The inclusive education is, actually, one of the inquietations of the society and the educational systems. This paradigm, the ideal of inclusion, has to do with various economic, social and cultural reasons. The school, as the center of the educational process, has the function of dynamizing a set of educational responses, in order to serve all children and young people with special educational needs (SEN). In this context it is urgent to provide answers to children and young people with SEN, in order to integrate them into the society in which we live. The inclusion of the child in preschool requires, undoubtedly, a great diversity of knowledge, formations and interventions, in order to participate in the overall development of the child. The Early Intervention (EI) proposes to intervene with the child and his / her family. This mediation the earlier you start, the more easily you will avoid the aggravation of the problems of the child, family and community. In this context, teachers acquire a prominent role, and it is recommended that they be attentive, involved in their activity, sharing projects and common responses, which should be based on positive expectations in order to cooperate actively in improve quality of life of these children. This professional activity report is about our professional practice, which has always focused on the inclusive school, especially in recent years, since we have been working with students with NEE. The professional experience allowed us to familiarize ourselves with several pathologies, namely, Autism Spectrum Disorders (ASD), among others. Allied to the experience also the continuous training has been directed to the improvement of the teaching-learning process with the students with SEN, trying to give an effective answer to their real needs. Taking into account that we have experienced working with various pathologies, it was not easy to decide on what would be the subject of this report. This made, we opted for to approach the case of a student with Cornelia de Lange Syndrome (CdLS), inserted in the preschool, because it was a very complex challenge, which demanded by the Special Education Team (SET), a collaborative, dynamic work marked by advances and retreats that ultimately contributed to the improvement of the quality of life of this child and its integration into society
Description
Keywords
Educação inclusiva Necessidades Educativas Especiais Intervenção precoce Cornelia de Lange Inclusive education Special Education Needs Early Intervention