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Abstract(s)
Quando se fala em Educação Inclusiva fala-se de um novo paradigma em termos
de Educação, de uma nova conceção de escola onde a igualdade de oportunidades, a
equidade educativa, a diversidade cultural, os valores de uma cultura de cooperação e de
interajuda estão subjacentes a todas as práticas da escola.
Este relatório reflexivo tem como tema a Educação Inclusiva no Pré-escolar,
incidindo no modo como decorre o processo de inclusão de crianças com Necessidades
Educativas Especiais no Pré-Escolar.
Será que estão a ser desenvolvidas as melhores práticas inclusivas nos nossos
infantários? Educadores de infância, e a comunidade educativa revelam conhecer a
legislação sobre a intervenção precoce e aplicam-na no seu dia-a-dia? Para estes
profissionais de educação ainda existem muitas dúvidas e interrogações em como atuar
na prática, num meio que se quer inclusivo, agindo muitas vezes de modo empírico.
Será que as lideranças também procuram desenvolver uma ação de
sensibilização para a adoção de práticas inclusivas? Estarão determinadas em
proporcionar a toda a comunidade educativa as condições para que essas práticas se
efetivem, melhorando assim a qualidade das respostas educativas e promovendo um
processo de ensino aprendizagem inclusivo?
Está a ser respeitado o Projeto Educativo de Escola como a melhor estratégia
para orientar o envolvimento de toda a comunidade educativa, e em particular a
comunidade docente no compromisso de construção de uma escola inclusiva?
When speaking about Inclusive Education we are talking about a new paradigm in terms of Education, of a new school concept where equality of opportunity, educational equity, cultural diversity, values of a culture of cooperation and interaction underlie all school practices. This reflective report has as its theme Inclusive Education in Preschool, focusing on the way in which the process of inclusion of children with Special Educational Needs in the Preschool takes place. Are the best inclusive practices being developed in our kindergarten? Do early childhood educators and the educational community reveal knowing about legislation on early intervention and apply it in their daily work? For these professionals of education there are still many doubts and questions on how to act in practice, in an environment that needs to be inclusive, acting often in an empirical way. Do leaderships also seek to develop awareness-raising actions for the adoption of inclusive practices? Are they determined to provide the whole educational community with the conditions for these practices to be effective, thus improving the quality of educational responses and promoting an inclusive teaching-learning process? Is the School Education Project being respected as the best strategy to guide the involvement of the entire educational community, and in particular the teaching community in the commitment to build an inclusive school?
When speaking about Inclusive Education we are talking about a new paradigm in terms of Education, of a new school concept where equality of opportunity, educational equity, cultural diversity, values of a culture of cooperation and interaction underlie all school practices. This reflective report has as its theme Inclusive Education in Preschool, focusing on the way in which the process of inclusion of children with Special Educational Needs in the Preschool takes place. Are the best inclusive practices being developed in our kindergarten? Do early childhood educators and the educational community reveal knowing about legislation on early intervention and apply it in their daily work? For these professionals of education there are still many doubts and questions on how to act in practice, in an environment that needs to be inclusive, acting often in an empirical way. Do leaderships also seek to develop awareness-raising actions for the adoption of inclusive practices? Are they determined to provide the whole educational community with the conditions for these practices to be effective, thus improving the quality of educational responses and promoting an inclusive teaching-learning process? Is the School Education Project being respected as the best strategy to guide the involvement of the entire educational community, and in particular the teaching community in the commitment to build an inclusive school?
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Keywords
Educação inclusiva Educação de infância Intervenção precoce Inclusive education Childhood education Early intervention