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Advisor(s)
Abstract(s)
Ao longo dos tempos, a educação de crianças e jovens com Necessidades Educativas Especiais (NEE), onde se incluem os alunos com cegueira, foi assumindo várias feições decorrentes de fatores de ordem social, política, económica, religiosa, científica, até que, chegados aos nossos dias, a escola tem como grandes linhas orientadoras os pressupostos da inclusão. Na sociedade contemporânea, esta deve ter como valor supremo a formação de cidadãos autónomos e independentes, contribuindo para a construção de uma coletividade mais justa. Tendo como base este quadro de referências, a escola e a família enfrentam novos desafios através da exigência de um trabalho interativo e colaborativo.
Através de um estudo de tipo qualitativo, pretendemos conhecer a importância que os pais e/ou encarregados de educação e os professores de Educação Especial (EE) atribuem às Atividades de Vida Diária (AVD) no desenvolvimento do aluno com cegueira, sem outras problemáticas associadas, e se há colaboração entre a família e a escola na construção da sua independência pessoal.
Embora, a população alvo deste estudo, sejam quatro crianças/jovens com cegueira, a população inquirida foram os pais e/ou encarregados de educação e os professores de EE. A técnica de recolha de dados utilizada foi a entrevista semiestruturada.
Das conclusões retiradas, muito genericamente, podemos referir que, embora seja atribuída grande importância pelos inquiridos às AVD, esta área é pouco trabalhada na escola e na família, especialmente na utilização de técnicas específicas, pelo que não se observa uma efetiva colaboração na sua implementação.
Throughout the years, children and youth’s education with special educational needs, in which are included the blindness students, has acquired several features resulting from social, political, economic, religious and scientific factors, but nowadays in school, inclusion is the most important direction. In contemporary society, the greatest value is the development of autonomous and independent citizens, contributing to the building of a fairer community. Based on this frame of references, school and family face new challenges through the demand of an interactive and collaborative workload. Through a qualitative study, we intend to know the importance that parents and/or delegates of education and special education teachers give to Daily Life Activities in the development of blind students without other problems associated. We also pretend to know how the school and family work together in the building of that personal autonomy. Although the target population of this study are four blind children/youths, we interviewed their parents and/or delegates of education and special education teachers. The techniques used to gather the data were a semi-structured interview and observation/verification tables. From the conclusions of this study, we can refer that, despite the great importance given to Daily Life Activities, this area is rarely worked on at school and at home, especially the use of specific techniques, therefore there isn’t an effective collaboration in its implementation.
Throughout the years, children and youth’s education with special educational needs, in which are included the blindness students, has acquired several features resulting from social, political, economic, religious and scientific factors, but nowadays in school, inclusion is the most important direction. In contemporary society, the greatest value is the development of autonomous and independent citizens, contributing to the building of a fairer community. Based on this frame of references, school and family face new challenges through the demand of an interactive and collaborative workload. Through a qualitative study, we intend to know the importance that parents and/or delegates of education and special education teachers give to Daily Life Activities in the development of blind students without other problems associated. We also pretend to know how the school and family work together in the building of that personal autonomy. Although the target population of this study are four blind children/youths, we interviewed their parents and/or delegates of education and special education teachers. The techniques used to gather the data were a semi-structured interview and observation/verification tables. From the conclusions of this study, we can refer that, despite the great importance given to Daily Life Activities, this area is rarely worked on at school and at home, especially the use of specific techniques, therefore there isn’t an effective collaboration in its implementation.
Description
Keywords
Cegueira Família Escola Atividades de vida diária Autonomia Blindness Family School Daily life activities Autonomy
Citation
SARAIVA, Helena ; RIBEIRO, Célia ; SIMÕES, Cristina - O aluno com cegueira. As atividades de vida diária na família e na escola. Gestão e Desenvolvimento. Viseu. ISSN 0872-556X. Nº 22 (2014), p. 191-208.
Publisher
Universidade Católica Portuguesa