Advisor(s)
Abstract(s)
Em termos gerais, tomando a revisão da literatura, podemos referir que as
crianças com trissomia 21 apresentam limitações significativas no que respeita ao
desempenho em atividades do quotidiano por incapacidades, principalmente, ao nível
cognitivo que, consequentemente, se repercutem na sua capacidade para aprender
diferentes atividades e tarefas. Mas, por outro lado, estas crianças como qualquer outra
criança também apresentam um potencial de aprendizagem. A plasticidade do sistema
nervoso central permite a possibilidade, através de uma adequada intervenção, da
obtenção de um bom desenvolvimento biopsicossocial também nestes sujeitos. Porém, é
necessário oferecer à criança e jovem oportunidades para o desenvolvimento das suas
potencialidades cognitivas e sociais específicas até ao mais alto grau. Uma das primeiras fases
desse processo é a correta avaliação da funcionalidade e incapacidade da criança e jovem
para depois se poder planificar corretamente uma intervenção. Ou seja, uma correta
avaliação da funcionalidade e incapacidade do sujeito vai permitir o estabelecimento, a
jusante, de um plano de intervenção mais ajustado às suas necessidades efetivas. O
nosso estudo exploratório assenta no paradigma qualitativo ou estudo de caso, visando,
portanto, a compreensão e descrição do fenómeno globalmente considerado (Almeida &
Freire, 2007), recorreu-se para tal à observação direta e à realização de entrevistas com
a participante. O nosso propósito foi organizar uma grelha e um conjunto de atividades
para avaliar e caracterizar o perfil de funcionalidade e incapacidade de desempenho
académico de uma criança de 9 anos com trissomia 21. Através dos dados recolhidos e
analisados, afirmámos então as suas potencialidades aprendentes, e a emergente
necessidade de se planear uma intervenção baseada no perfil de funcionalidade e
incapacidade, conforme aliás refere a legislação portuguesa através do decreto-lei
3/2008, de 7 de Janeiro, para se adotarem medidas educativas específicas ajustadas ao
perfil da criança com necessidades educativas especiais. Procuramos com esta
investigação contribuir para o questionamento e discussão de aspetos teóricos e práticos
relacionados com a avaliação e compreensão das dificuldades e potencialidades de
aprendizagem em crianças com trissomia 21.
Generally speaking, considering the literature revision, we can report that children with trisomy 21 exhibit significant limitations as far as their performance in daily activities is concerned for incapacities, mainly at a cognitive level which, consequently, reflect upon their ability to learn different activities and tasks. But, on the other hand, these children as any other child also exhibit learning potential. The plasticity of the central nervous system allows the possibility, through an adequate intervention, of obtaining a good biological, psychological and social development also in these subjects. However, it is necessary to offer to the child and to the young person opportunities for the development of their cognitive and social specific potentialities to the highest degree. One of the first phases of that process is the correct assessment of the functionality and incapacity of the child and young person in order to later plan out an intervention correctly. That is, a correct assessment of the functionality and incapacity of the subject will allow the setting up, down the stream, of an intervention plan more adjusted to his real needs. Our exploratory study is based upon the qualitative paradigm or study case, aiming, therefore, at the understanding and description of the phenomenon globally considered (Almeida & Freire, 2007), using for that purpose the direct observation and the production of interviews with the partaker. Our purpose was to organize a table and a set of activities to assess and characterize the profile of functionality and incapacity of academic performance of a nine-year-old child with trisomy 21. Through the collected and analysed data, we stated her learning potentialities, and the emergent need to plan out an intervention based on the profile of functionality and incapacity, as it is referred in the Portuguese legislation through the law by decree 3/2008, of January the 7th, to take specific educational measures adjusted to the profile of each child with special educational needs. We tried with this investigation to contribute to the questioning and discussion of theoretical aspects, as well as of practical aspects related with the assessment and understanding of the learning difficulties and potentialities of children with trisomy 21.
Generally speaking, considering the literature revision, we can report that children with trisomy 21 exhibit significant limitations as far as their performance in daily activities is concerned for incapacities, mainly at a cognitive level which, consequently, reflect upon their ability to learn different activities and tasks. But, on the other hand, these children as any other child also exhibit learning potential. The plasticity of the central nervous system allows the possibility, through an adequate intervention, of obtaining a good biological, psychological and social development also in these subjects. However, it is necessary to offer to the child and to the young person opportunities for the development of their cognitive and social specific potentialities to the highest degree. One of the first phases of that process is the correct assessment of the functionality and incapacity of the child and young person in order to later plan out an intervention correctly. That is, a correct assessment of the functionality and incapacity of the subject will allow the setting up, down the stream, of an intervention plan more adjusted to his real needs. Our exploratory study is based upon the qualitative paradigm or study case, aiming, therefore, at the understanding and description of the phenomenon globally considered (Almeida & Freire, 2007), using for that purpose the direct observation and the production of interviews with the partaker. Our purpose was to organize a table and a set of activities to assess and characterize the profile of functionality and incapacity of academic performance of a nine-year-old child with trisomy 21. Through the collected and analysed data, we stated her learning potentialities, and the emergent need to plan out an intervention based on the profile of functionality and incapacity, as it is referred in the Portuguese legislation through the law by decree 3/2008, of January the 7th, to take specific educational measures adjusted to the profile of each child with special educational needs. We tried with this investigation to contribute to the questioning and discussion of theoretical aspects, as well as of practical aspects related with the assessment and understanding of the learning difficulties and potentialities of children with trisomy 21.
Description
Keywords
Avaliação Dificuldades e potencialidades Trissomia 21 Assessment Difficulties and potentialities Trisomy 21