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Crianças com Síndrome de Down... : que resposta educativa?
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Abstract(s)
Este trabalho realizado no âmbito do Relatório de Atividade Profissional incide sobre a temática da Inclusão das crianças com Síndrome de Down (SD) no Ensino Regular e em que medida diferentes estratégias de intervenção aplicadas poderão favorecer o desenvolvimento biopsicossocial dos alunos em questão, no sentido de podermos minimizar as consequências da problemática, fomentando assim, uma boa inclusão e, por conseguinte, o sucesso escolar. A questão geradora desta investigação pondera: "Crianças com SD... Que resposta educativa?". Para analisar o tipo de resposta educativa para estas crianças no Ensino Regular, foram realizadas duas pesquisas, uma na EB2/3 de Aver-O-Mar, situada na Póvoa de Varzim e, outra, no Movimento de Apoio de Pais e Amigos ao Diminuído Intelectual (MAPADI), também no mesmo concelho. A preceder este estudo prático, apresentamos uma parte mais teórica, com base numa intensa investigação bibliográfica, onde são trabalhados vários temas que nos ajudarão a compreender melhor a temática acima referida. Este estudo consistiu na realização de sete entrevistas a alguns dos intervenientes deste processo evolutivo (Subdiretora e Adjunta do Diretor; Professoras de Ensino Regular e Educação Especial; Coordenador da Equipa de Coordenação dos Apoios Educativos (ECAE); Órgão Administrativo do MAPADI e Encarregado de Educação da aluna com SD) e seis observações, de tipo naturalista em três contextos (Sala de Aula de Educação Tecnológica e Sala de Apoio, no âmbito da Escola do Ensino Regular e Sala de Atividades do MAPADI). Através deste estudo pretende-se compreender que leituras fazem os profissionais de educação do trabalho realizado com as crianças com Necessidades Educativas Especiais (NEE), nomeadamente com SD; perceber se as estratégias utilizadas se adequam às necessidades individuais destes alunos; conhecer a perceção dos pais face ao trabalho da escola e observar se a escola é uma "Escola para Todos". Depois desta pesquisa é de notar que ainda não se verifica a Inclusão na sua veracidade, na sua plenitude; no entanto existe um esforço (colaboração) por parte da maioria dos intervenientes deste processo evolutivo, na tentativa de encontrar estratégias adequadas às necessidades destas crianças que visam melhorar o seu nível de vida.
This work carried out under the Professional Activity Report focuses on the issue of inclusion of children with Down Syndrome (DS) in regular education and the ways how different applied intervention strategies may favor the biopsychosocial development of the pupils concerned, in order to minimize the consequences, thus fostering a good inclusion school success. The generating question of this research ponders: "Children with SD ... Which educational response?". To analyze the type of educational response to these children in regular education, two surveys were conducted, one at EB2/3 Aver-O-Mar, located at Póvoa de Varzim and another in Movimento de Apoio de Pais e Amigos ao Diminuído Intelectual (MAPADI), also in the same region. Preceding this case study, we present a more theoretical part, based on an intensive literature review, where several topics are discussed that will help us to better understand the issue above. This study consisted of seven interviews with some of the actors of this evolutionary process (Deputy Director and Deputy Director; Teachers of Regular Education and Special Education, Coordinator of the Coordination Team Educational Support (ECAE); Administrative Body MAPADI and Parents of the student with SD) and six observations in naturalistic type in three contexts (Classroom Technology Education and Support Room, under the Regular Education School and MAPADI Activities Room). Through this study we aim to understand which readings the education professionals do about the work conducted with children with Special Education Needs (SEN), including SD; to understand if the strategies used are suitable for the individual needs of students; to know the perception of the parents about the school work and evaluate if the school is in fact a "School for All". After this research is to be noted that the Inclusion has not happened yet in its truth and in its fullness; however there is an effort (collaboration) by the majority of stakeholders in this evolutionary process in an attempt to find appropriate strategies to the needs of these children in order to improve their standard of living.
This work carried out under the Professional Activity Report focuses on the issue of inclusion of children with Down Syndrome (DS) in regular education and the ways how different applied intervention strategies may favor the biopsychosocial development of the pupils concerned, in order to minimize the consequences, thus fostering a good inclusion school success. The generating question of this research ponders: "Children with SD ... Which educational response?". To analyze the type of educational response to these children in regular education, two surveys were conducted, one at EB2/3 Aver-O-Mar, located at Póvoa de Varzim and another in Movimento de Apoio de Pais e Amigos ao Diminuído Intelectual (MAPADI), also in the same region. Preceding this case study, we present a more theoretical part, based on an intensive literature review, where several topics are discussed that will help us to better understand the issue above. This study consisted of seven interviews with some of the actors of this evolutionary process (Deputy Director and Deputy Director; Teachers of Regular Education and Special Education, Coordinator of the Coordination Team Educational Support (ECAE); Administrative Body MAPADI and Parents of the student with SD) and six observations in naturalistic type in three contexts (Classroom Technology Education and Support Room, under the Regular Education School and MAPADI Activities Room). Through this study we aim to understand which readings the education professionals do about the work conducted with children with Special Education Needs (SEN), including SD; to understand if the strategies used are suitable for the individual needs of students; to know the perception of the parents about the school work and evaluate if the school is in fact a "School for All". After this research is to be noted that the Inclusion has not happened yet in its truth and in its fullness; however there is an effort (collaboration) by the majority of stakeholders in this evolutionary process in an attempt to find appropriate strategies to the needs of these children in order to improve their standard of living.
Description
Keywords
Síndrome de Down Escola Família Inclusão Down Syndrome School Family Inclusion