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Authors
Abstract(s)
Este trabalho incide em parte com a minha prática profissional, durante alguns anos,
trabalhei com alunos com Necessidades Educativas Especiais (NEE) e prestei Apoio
Educativo a crianças com dificuldades de aprendizagem. Foi um desafio constante, não só em
responder às suas necessidades, mas também na forma correta de incutir e aplicar as
estratégias mais adequadas de acordo com o seu perfil de funcionalidade.
A escola ao longo dos tempos tornou-se inclusiva. A inclusão implicou mudanças,
tanto no sistema como na escola que tem por fim promover o acesso, a permanência e o
sucesso dos alunos com NEE e de todos os outros, afinal todos temos as nossas
especificidades, somos diferentes.
A escola tem vindo gradualmente a enfrentar este desafio, efetuou mudanças radicais
em toda a sua estrutura educacional, desde práticas educativas, alterações curriculares,
técnicos especializados, instituições, promoveu parcerias, com hospitais, Associação de
Paralisia Cerebral de Viseu (APCV), Segurança Social, Centro de Recursos para a Inclusão
(CRI), Associação Portuguesa para as Perturbações de Desenvolvimento e Autismo-Viseu
(APPDA),… que funcionam como um só núcleo, fazendo toda a diferença no
desenvolvimento de todo o ser Humano.
Partindo do princípio que a educação é para todos, coloca à escola o desafio de aceitar
a diferença e responder às necessidades individuais dos alunos, de forma a garantir o sucesso
educativo. Todavia, os sistemas educativos enfrentam variadas dificuldades, resultantes da
inclusão, especialmente dos alunos com NEE.
O meu trabalho vai incidir no estudo caso de uma criança do sexo masculino de 10
anos de idade com Perturbação do Espetro do Autismo (PEA) que frequenta um quarto ano de
escolaridade.
This study focuses partly on the professional practice, as for some years, there has been some work with students with special educational needs (NEE) and educational support was provided to children with learning difficulties. It was a constant challenge, not only in responding to their needs, but also in finding the correct way to instill and apply the most appropriate strategies, according to their functionality profile. School has become inclusive over the years. This inclusion has entailed many changes, both in the system and in the school that has the aim of promoting the access, the permanence and the success of students with NEE and all the others. After all, they all have their own features, their differences. The school has gradually been facing this challenge, making radical changes within its educational structure, from educational practices, curriculum changes, to technical and specialist support. It has promoted partnerships with institutions, hospitals, Cerebral Palsy from Viseu (APCV), Social Security, Resource Center for Inclusion (CRI), Portuguese Association for the Development and Autism Disorders in Viseu (APPDA), working as a whole, making all the difference in the development of all Human Being. Bearing in mind that education is for everyone, school has to face the challenge of accepting the difference and responding to the individual needs of all students, in order to ensure the educational success. Nevertheless, the educational systems face many difficulties, in what inclusion is concerned, especially coming from students with NEE. My work will focus on the study case of a 10-year-old male child with Autism Spectrum Disorder (PEA), attending the fourth year of primary school.
This study focuses partly on the professional practice, as for some years, there has been some work with students with special educational needs (NEE) and educational support was provided to children with learning difficulties. It was a constant challenge, not only in responding to their needs, but also in finding the correct way to instill and apply the most appropriate strategies, according to their functionality profile. School has become inclusive over the years. This inclusion has entailed many changes, both in the system and in the school that has the aim of promoting the access, the permanence and the success of students with NEE and all the others. After all, they all have their own features, their differences. The school has gradually been facing this challenge, making radical changes within its educational structure, from educational practices, curriculum changes, to technical and specialist support. It has promoted partnerships with institutions, hospitals, Cerebral Palsy from Viseu (APCV), Social Security, Resource Center for Inclusion (CRI), Portuguese Association for the Development and Autism Disorders in Viseu (APPDA), working as a whole, making all the difference in the development of all Human Being. Bearing in mind that education is for everyone, school has to face the challenge of accepting the difference and responding to the individual needs of all students, in order to ensure the educational success. Nevertheless, the educational systems face many difficulties, in what inclusion is concerned, especially coming from students with NEE. My work will focus on the study case of a 10-year-old male child with Autism Spectrum Disorder (PEA), attending the fourth year of primary school.
Description
Keywords
Educação inclusiva Perturbação do espectro do autismo e intervenção educativa Inclusive education Autism spectrum disorder and educational intervention