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A controvérsia e a falta de consenso sobre o conceito “inclusão”, no que concerne à Educação, são evidentes e persistem especificamente no ambiente social e escolar. A conceção de um pacto com a educação das crianças é manifestada no mundo escolar e, em particular, em contexto de sala de aula, com o objetivo de as preparar para enfrentarem e integrarem o mundo do trabalho e a sociedade em geral, proporcionando-lhes a melhor oferta de condições e técnicas de aprendizagem possíveis. Para a criança com Necessidades Educativas Especiais, a “Inclusão” implica a sua integração numa turma regular conjuntamente com os seus pares, independentemente do seu grau de handicap, “forçando” tudo e todos a conviver com a diferença e respetivas especificidades. No ambiente de sala de aula, a criança com Necessidades Educativas Especiais segue programas específicos das disciplinas que também compõem o currículo de todas as outras crianças ditas “normais”.
Interessa distinguir dois conceitos – “integração” e “inclusão” – cuja diferença assenta, não apenas na definição, mas também em termos filosóficos e conceptuais. A “integração” é defendida por quem acredita que as crianças com deficiência devem iniciar a aprendizagem num ambiente de educação especial e, posteriormente, passarem a integrar uma turma regular; em contrapartida, os defensores da “inclusão” consideram benéfico para as crianças com deficiência iniciar o seu processo de Ensino-Aprendizagem em turmas regulares, sendo retiradas apenas se tal se justifique por falta de condições mínimas. Tal como é mencionado nos ofícios e circulares do Ministério da Educação, “o professor de apoio deve ser aquele que oferece a sua atenção profissional aos alunos, com necessidades educativas especiais, integrados nas escolas de ensino regular”, pelo que a sua principal função deverá centrar-se em garantir, aos alunos com dificuldades de aprendizagem, um reforço pedagógico essencial para concluírem com êxito o seu processo educativo. Deste modo, são os professores, em particular os professores de apoio, os principais implicados neste processo, e dos quais interessa saber a atitude relativamente à inclusão de crianças portadoras de Síndrome de Down nas classes regulares.
Este relatório aborda a inclusão na escola regular de crianças com Necessidades Educativas Especiais, em particular, Síndrome de Down. Desenvolvo uma reflexão crítica sobre esta matéria, mediante também a minha experiência profissional e pessoal, bem como as estratégias e metodologias que desenvolvi e apliquei para que as dificuldades fossem ultrapassadas
The controversy and lack of consensus around the concept of "inclusion", when it concerns education become more evident in the social and school environment. There is an agreement with children’s Education, which can be seen in the school world and, in particular, in the classroom context, and whose main objective is preparing them for and integrating them into the world of work and society in general by providing them with the best possible conditions and learning techniques. For children with special needs, "inclusion" implies the integration into a regular class in interaction with their peers, regardless of their degree of handicap, "forcing" everyone and everything to live with the difference and its own specificities. In the classroom environment, children with special needs have a specific program for the subjects, which are common to the curriculum of all the other so-called "normal" children. However, it’s important to distinguish between two concepts – "integration" and "inclusion"- whose difference is not only based on the definition itself, but also on philosophical and conceptual terms. “Integration" is defended by those who believe that children with disabilities should start learning in an environment of special education and, subsequently, integrate a regular class. On the other hand, those who defend "inclusion" consider that children with disabilities must start their teaching-learning process in regular classes, and that children with special needs should only be taken from those classes when they aren’t offered the required conditions to learn As mentioned in the regulations and circulars of the Ministry of education, " The Special Needs Education Teacher should be the one who offers his professional attention to students with special educational needs integrated into regular schools", so his main purpose must be to focus on students with learning difficulties, to provide them with a pedagogical reinforcement essential for the successful conclusion of their educational process. In this way, the teachers, in particular the Special Needs Education Teachers, are the main involved in this process and it’s important to know about their attitude regarding the inclusion of children with Down syndrome in regular classes. This report is about the inclusion of children with special educational needs, in particular with Down syndrome, in regular schools. This is a critical reflection based on my professional and personal experience, as well as the strategies and methodologies developed and applied by me in order to overcome the difficulties I have encountered.
The controversy and lack of consensus around the concept of "inclusion", when it concerns education become more evident in the social and school environment. There is an agreement with children’s Education, which can be seen in the school world and, in particular, in the classroom context, and whose main objective is preparing them for and integrating them into the world of work and society in general by providing them with the best possible conditions and learning techniques. For children with special needs, "inclusion" implies the integration into a regular class in interaction with their peers, regardless of their degree of handicap, "forcing" everyone and everything to live with the difference and its own specificities. In the classroom environment, children with special needs have a specific program for the subjects, which are common to the curriculum of all the other so-called "normal" children. However, it’s important to distinguish between two concepts – "integration" and "inclusion"- whose difference is not only based on the definition itself, but also on philosophical and conceptual terms. “Integration" is defended by those who believe that children with disabilities should start learning in an environment of special education and, subsequently, integrate a regular class. On the other hand, those who defend "inclusion" consider that children with disabilities must start their teaching-learning process in regular classes, and that children with special needs should only be taken from those classes when they aren’t offered the required conditions to learn As mentioned in the regulations and circulars of the Ministry of education, " The Special Needs Education Teacher should be the one who offers his professional attention to students with special educational needs integrated into regular schools", so his main purpose must be to focus on students with learning difficulties, to provide them with a pedagogical reinforcement essential for the successful conclusion of their educational process. In this way, the teachers, in particular the Special Needs Education Teachers, are the main involved in this process and it’s important to know about their attitude regarding the inclusion of children with Down syndrome in regular classes. This report is about the inclusion of children with special educational needs, in particular with Down syndrome, in regular schools. This is a critical reflection based on my professional and personal experience, as well as the strategies and methodologies developed and applied by me in order to overcome the difficulties I have encountered.
Description
Keywords
Inclusão Síndrome de Down Integração social Rendimento escolar Inclusion Down Syndrome Social integration School performance