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Abstract(s)
Tem surgido nos últimos anos alguma literatura sobre as características das
crianças com Síndrome de Asperger (SA), as suas necessidades educativas especiais e
estratégias para implementar ao nível da escola para promover a sua aprendizagem e o
desenvolvimento de habilidades favoráveis à sua inclusão escolar. No entanto, a
generalidade desta literatura é de origem anglo-saxónica e deixa algumas interrogações
sobre como se processará a inclusão escolar de crianças com tais caraterísticas nas
escolas portuguesas.
Este estudo propõe-se pois contribuir para o conhecimento de como se processa
a inclusão escolar de uma criança com diagnóstico de SA em Portugal, mediante um
estudo de caso. Os objetivos específicos são os de identificar as características pessoais
e psicossociais da criança, relacionadas com o diagnóstico de SA, e modo como se
manifestam em contexto escolar, e as estratégias de intervenção educativa
implementadas para promover a inclusão e o sucesso educativo da criança.
O método inclui a análise de conteúdo de duas entrevistas às professoras (titular
da turma e de Educação Especial) e dos documentos constantes no processo escolar do
aluno. Os resultados sugerem que a criança apresenta a generalidade das caraterísticas
das crianças com este diagnóstico que a literatura refere manifestarem-se em contexto
escolar, e mostram uma diversidade de estratégias educativas implementadas pelas
professoras. Os resultados são discutidos bem como as limitações do estudo.
In the recent years it has emerged some literature about the characteristics of children with Asperger Syndrome (AS), their special needs and strategies to implement at school in order to promote their learning and the development of skills in favor of their school’s inclusion. However, the generality of this literature is Anglo-Saxon and leaves some questions on how does the inclusion of children with such characteristics is achieved in Portuguese schools. This study aims to contribute to the knowledge of how is the school inclusion of a child diagnosed with SA in Portugal, through a case study. The specific objectives are to identify the personal and psychosocial characteristics of the child related to the diagnosis of AS, and how they manifest themselves in school context, and educational intervention’s strategies implemented to promote inclusion and educational success of children. The method includes a content analysis of two interviews with teachers (class and holder of Special Education) and the documents contained in the student's educational process. The results suggest that, in general, the child shows the characteristics expressed by children with this diagnosis in the school context, as referred by the literature, and show a diversity of educational strategies implemented by teachers. The results are discussed as well as limitations of the study.
In the recent years it has emerged some literature about the characteristics of children with Asperger Syndrome (AS), their special needs and strategies to implement at school in order to promote their learning and the development of skills in favor of their school’s inclusion. However, the generality of this literature is Anglo-Saxon and leaves some questions on how does the inclusion of children with such characteristics is achieved in Portuguese schools. This study aims to contribute to the knowledge of how is the school inclusion of a child diagnosed with SA in Portugal, through a case study. The specific objectives are to identify the personal and psychosocial characteristics of the child related to the diagnosis of AS, and how they manifest themselves in school context, and educational intervention’s strategies implemented to promote inclusion and educational success of children. The method includes a content analysis of two interviews with teachers (class and holder of Special Education) and the documents contained in the student's educational process. The results suggest that, in general, the child shows the characteristics expressed by children with this diagnosis in the school context, as referred by the literature, and show a diversity of educational strategies implemented by teachers. The results are discussed as well as limitations of the study.
Description
Keywords
Síndrome de Asperger Inclusão Estratégias educativas Escola Asperger syndrome Inclusion Educational strategies School