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Abstract(s)
A escola tem vindo a modificar o seu modo de atuar, de forma a dar uma resposta
mais adequada às necessidades educativas dos alunos. No entanto, esta resposta difere
consoante a realidade e nem sempre parece ser a mais eficaz. O conceito de inclusão, na
sua vertente educativa, alicerça-se no pressuposto de assegurar a todas as crianças e jovens
o direito à educação, nas escolas do ensino regular das suas comunidades,
independentemente das suas características ou dificuldades.
A implementação de um modelo inclusivo, requer uma planificação sistemática e
flexível, colaborativa, apoiada, entre outros, num conjunto de parâmetros como sejam a
cultura da escola, as características dos líderes, a participação, os recursos e os apoios
disponíveis e as estratégias de intervenção e de avaliação.
Nesta perspetiva, o nosso estudo enquadra-se numa abordagem compreensiva
acerca da organização do processo educativo dos alunos com Dificuldade Intelectual e
Desenvolvimental (DID), abrangidos pela medida Currículo Específico Individual (CEI)
que frequentam o 7º, 8º e 9º anos de escolaridade de um agrupamento de escolas.
Em busca de algumas respostas, para além da análise de alguns documentos,
recolhemos a opinião da comunidade educativa, designadamente dos representantes da
Comissão Administrativa Provisoria, do grupo de docentes de educação especial e dos
Serviços de Psicologia e Orientação, bem como dos diversos intervenientes no referido
processo, nomeadamente docentes do ensino regular, docentes de educação especial,
diretores de turma, assistentes operacionais, colegas da turma, encarregados de educação e
os respetivos alunos.
Considerando as atuais diretrizes e políticas educativas inclusivas de uma escola de
todos e para todos, o Decreto-Lei n.º 3/08, de 7 de janeiro e a análise da uma realidade
concreta, verificámos, com o nosso estudo, que apesar de todos os pressupostos legais que
norteiam a sua organização, ainda encontramos contradições com o que se pratica,
efetivamente, nas nossas escolas. Questões como diferenciação, adequação e flexibilização
ainda estão aquém de serem uma prioridade na organização educativa dos alunos com
DID.
Schools have been changing their procedures in order to give an adequate answer to the educational needs of their students. This answer nevertheless differs according to reality and is not always the most efficient. The concept of inclusion, as far as education goes, is based on the presupposition that the right of every child and young adult to education will be assured in the regular schools in their communities, independently of their characteristics or difficulties. The implementation of an inclusive model requires a systematic and flexible, collaborative planning, supported, among others, by a series of parameters, such as the culture of the school, the nature of the leaders, the participation of those involved, the resources and back up available and the intervention and evaluation strategies. In this perspective, our study involves a comprehensive approach as to the organization of the process of the students with Intellectual Disability (ID), under the rules of Specific Individual Curriculum (SIC) attending the 7th, 8th and 9th school years in a School Department. In search of a few answers going beyond the analysis of some documents, we assembled the opinion of the school community, namely the representatives of the Provisional Administrative Commission, the group of teachers of students with special needs and the Psychology and Guidance Services, as well as the various interveners in the process mentioned above, namely regular teachers, special needs teachers, operational assistants, class fellows, parents and the students themselves. With this our study and considering the present guidelines and the educational politics of an inclusive school of everyone for everyone, the Law nr 3/08 of January 7th and the analysis of the specific reality, we conclude that, in spite of all the legal presuppositions supporting its organization, we can still find contradictions with the effective practice in our schools. Questions like differentiation, adequacy, adaptation, are still far from being considered a priority in the organization of ID students.
Schools have been changing their procedures in order to give an adequate answer to the educational needs of their students. This answer nevertheless differs according to reality and is not always the most efficient. The concept of inclusion, as far as education goes, is based on the presupposition that the right of every child and young adult to education will be assured in the regular schools in their communities, independently of their characteristics or difficulties. The implementation of an inclusive model requires a systematic and flexible, collaborative planning, supported, among others, by a series of parameters, such as the culture of the school, the nature of the leaders, the participation of those involved, the resources and back up available and the intervention and evaluation strategies. In this perspective, our study involves a comprehensive approach as to the organization of the process of the students with Intellectual Disability (ID), under the rules of Specific Individual Curriculum (SIC) attending the 7th, 8th and 9th school years in a School Department. In search of a few answers going beyond the analysis of some documents, we assembled the opinion of the school community, namely the representatives of the Provisional Administrative Commission, the group of teachers of students with special needs and the Psychology and Guidance Services, as well as the various interveners in the process mentioned above, namely regular teachers, special needs teachers, operational assistants, class fellows, parents and the students themselves. With this our study and considering the present guidelines and the educational politics of an inclusive school of everyone for everyone, the Law nr 3/08 of January 7th and the analysis of the specific reality, we conclude that, in spite of all the legal presuppositions supporting its organization, we can still find contradictions with the effective practice in our schools. Questions like differentiation, adequacy, adaptation, are still far from being considered a priority in the organization of ID students.
Description
Keywords
Inclusão Organização educativa Processo educativo Necessidades Educativas Especiais Dificuldade intelectual e desenvolvimental Programa educativo individual Inclusion Educational organization Special Educacional Needs Intellectual disability Individual educational programme Educational process