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Abstract(s)
Este trabalho, realizado no âmbito do relatório de Atividade Profissional incide
sobre a temática de Inclusão das crianças com Transtorno de Hiperatividade, Défice de
Atenção e Impulsividade (THDA). Procurando perceber como os agentes educativos
percebiam o transtorno e equacionavam as respetivas manifestações comportamentais, o
estudo acaba por alertar para a necessidade de uma intervenção alicerçada num processo
de reflexão na e sobre a ação, onde os diversos agentes educativos, numa interação
articulada, cooperativa e contínua procuram as estratégias mais adequadas a cada um dos
casos, a cada uma das crianças e jovens portadoras do transtorno.
A questão geradora da investigação, que poderá ser encarada como o problema da
mesma, pondera o modo como o THDA é percebido pelos pais, pelos professores e pela
comunidade educativa em geral e o modo como é articulada a intervenção.
O estudo foi desenvolvido num Agrupamento de Escolas do Norte do país, no
concelho de Guimarães, surgindo a resposta ao problema expressa nas entrevistas aos
diversos agentes educativos (dois pais, um psicólogo, um Diretor de Turma, um
Coordenador da Educação Inclusiva, um assessor do Diretor para a Educação Inclusiva e
quatro professoras da Educação Inclusiva), onde se patenteia o respetivo entendimento
acerca do THDA, os procedimentos para o respetivo diagnóstico, as suas implicações
socioeducativas e comportamentais e as estratégias para minimizar coordenada e
articuladamente os respetivos efeitos.
Dado que tenho dois alunos diagnosticados com este transtorno, o estudo serviu
para consolidar a minha perspetiva sobre o modo como atuar com estes casos, para além
de me permitir conhecer com maior propriedade o entendimento dos restantes agentes
educativos e, deste modo, partilhar com eles a minha experiência, enriquecida, por sua
vez, com as suas perspetivas.
Para além da importância que o estudo pode apresentar para o agrupamento, já que
revela o entendimento de um conjunto de estruturas educativas, teve também importância
para o meu aperfeiçoamento pessoal, social e profissional, na medida em que me
possibilitou consolidar conhecimentos, conhecer perspetivas mais atuais sobre o
transtorno e refletir sobre a necessidade de uma intervenção conjunta, consolidada no
diálogo, na interação e na partilha de experiências.
This work, carried out under the Professional Activity Report focuses on the theme of Inclusion of children with Hyperactivity Disorder, Attention Deficit and Impulsivity (THDA). Seeking to understand how the educational agents understood the disorder and perceived the respective behavioral manifestations, the study turns out to draw attention to the need for an intervention based on a process of reflection on and about the action, where the several educational agents, in a, articulated, cooperative and continuous interaction seek the most appropriate strategies for each of the cases, each of the children and young people with the disorder. The question that generates research, which can be seen as the problem of it, ponders the way the THDA is perceived by parents, teachers and the educational community in general and the way in which their intervention is articulated. The study was developed in a group of schools in the north of the country, more precisely in the municipality of Guimarães. The answer to the problem expressed in the interviews to the various educational agents (two parents, a psychologist, a class director, an inclusive education coordinator, an advisor to the Director for education Inclusive and four teachers of inclusive education), where the respective understanding of the THDA is patented, the procedures for the respective diagnosis, its socio-educational and behavioral implications and the strategies to minimize Coordinated and articulately the respective effects. Since I have two students diagnosed with this disorder, the study served to consolidate my perspective on how to act with these cases, besides allowing me to know more about the understanding of the other educational agents and, In this way, share with them my experience, enriched, in turn, with their perspectives. In addition to the importance that the study can present to the grouping, since it reveals the understanding of a set of educational structures, it was also important for my personal, social and professional improvement, as it enabled me to Consolidate knowledge, know more current perspectives on the disorder and reflect on the need for a joint intervention, consolidated in dialogue, interaction and sharing of experiences.
This work, carried out under the Professional Activity Report focuses on the theme of Inclusion of children with Hyperactivity Disorder, Attention Deficit and Impulsivity (THDA). Seeking to understand how the educational agents understood the disorder and perceived the respective behavioral manifestations, the study turns out to draw attention to the need for an intervention based on a process of reflection on and about the action, where the several educational agents, in a, articulated, cooperative and continuous interaction seek the most appropriate strategies for each of the cases, each of the children and young people with the disorder. The question that generates research, which can be seen as the problem of it, ponders the way the THDA is perceived by parents, teachers and the educational community in general and the way in which their intervention is articulated. The study was developed in a group of schools in the north of the country, more precisely in the municipality of Guimarães. The answer to the problem expressed in the interviews to the various educational agents (two parents, a psychologist, a class director, an inclusive education coordinator, an advisor to the Director for education Inclusive and four teachers of inclusive education), where the respective understanding of the THDA is patented, the procedures for the respective diagnosis, its socio-educational and behavioral implications and the strategies to minimize Coordinated and articulately the respective effects. Since I have two students diagnosed with this disorder, the study served to consolidate my perspective on how to act with these cases, besides allowing me to know more about the understanding of the other educational agents and, In this way, share with them my experience, enriched, in turn, with their perspectives. In addition to the importance that the study can present to the grouping, since it reveals the understanding of a set of educational structures, it was also important for my personal, social and professional improvement, as it enabled me to Consolidate knowledge, know more current perspectives on the disorder and reflect on the need for a joint intervention, consolidated in dialogue, interaction and sharing of experiences.
Description
Keywords
Educação inclusiva THDA Família Comunidade Escola Inclusive education Family Community School