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Abstract(s)
O presente estudo surge da necessidade de se efetuar uma reflexão no âmbito das
Necessidades Educativas Especiais, no que concerne à Trissomia 21, em concreto a medidas e
respostas educativas aplicadas a crianças/alunos com essas necessidades de caráter
permanente – Deficiência Intelectual, tendo como suporte legislativo o Decreto-Lei n.º3/2008,
de 7 de janeiro e o Decreto Legislativo Regional n.º 33/2009/M, de 31 de dezembro. Nesse
sentido, esta investigação apresenta uma proposta de um Modelo de Intervenção Educativa
em Leitura e Escrita, com alunos com Trissomia 21 de forma a responder às características
específicas e necessidades educativas destas crianças. Atenta-se aqui, especificamente, nas
crianças em Intervenção Precoce e/ou na educação Pré-escolar para descrever as intervenções
educativas que estimulem as pré-competências para a leitura e para a escrita e para descrever
as que estimulem e reforcem as competências de leitura e de escrita dos alunos do 1.º Ciclo do
Ensino Básico, em frequência nos estabelecimentos de ensino regular do sistema educativo da
Região Autónoma da Madeira.
Depois de efetuada a fundamentação teórica, no estudo empírico foi adotado um método
de investigação que conjugou diferentes procedimentos qualitativos: com a pesquisa
documental elaborou-se a caracterização da realidade pedagógica de cada caso em estudo;
com a observação participante posicionou-se os casos estudados em termos
desenvolvimentais e de aprendizagem a partir do perfil intraindividual de cada um, para
seguidamente e conforme o Modelo proposto, aplicar-se um Plano Individual de Intervenção
Educativa e, com a realização das entrevistas, interrogaram-se os docentes a propósito dos
fatores inerentes ao processo de ensino e de aprendizagem da criança/aluno com Trissomia 21
e do contributo do Plano para a sua ação pedagógica.
Com a implementação do Modelo aqui proposto verificaram-se evoluções significativas
das crianças/alunos com Trissomia 21 nas diversas áreas do desenvolvimento: Linguagem,
Perceção, Memória, Motricidade Fina, Pré-Leitura/Pré-Escrita, Leitura/Escrita. Evidencia-se
também a aceitação do Plano por parte dos docentes e a sua aplicação em contexto de
sala/sala de aula, potenciando resultados relevantes a curto e longo prazo na aprendizagem
destas crianças. Foi assim possível apresentar uma proposta de intervenção educativa válida.
This study arises from the need to make a reflection in Special Needs Education, regarding the Trisomy 21, in concrete measures and educational responses applied to children/students with these permanent needs - Intellectual Disabilities, supported Legislative Decree-Law n. 3/2008, of January 7 and the Regional Legislative Decree n.º33/2009/M, December 31. In this sense, this research presents a proposal of an Educational Intervention Model in Reading and Writing, with students with Trisomy 21 to answer to the specific characteristics and educational needs of these children. Attentive up here, specifically for children in Early Intervention and/or education in Kindergarten to describe educational interventions that encourage pre-skills for reading and writing to describe that stimulate and strengthen the skills of reading and writing students of Primary School, in frequency in regular schools of the educational system of the Autonomous Region of Madeira. After performed the theoretical, empirical study was used a method of research that has combined different qualitative procedures: with documentary research was elaborated to characterize the pedagogical reality of each case study, with participant observation positioned the studied cases in terms of developmental and learning from intraindividual profile of each study, and then according to the model proposed, apply an Individualized Educational Intervention Plan and, with the interviews, the teachers were questioned about the purpose of factors inherent the teaching and learning of the child/student with Trisomy 21 and the contribution of the Plan for the classroom. With the implementation of the model proposed here, there have been significant developments of children/students with Trisomy 21 in several areas of development: Language, Perceived, Memory, Fine Motor, Pre-Reading/Pre-Writing, Reading/Writing. An evidence here was also the acceptance of the Plan by the teachers and their application in the context of room/classroom, leveraging relevant results in the short and long term learning in these children. It was thus possible to propose a valid educational intervention.
This study arises from the need to make a reflection in Special Needs Education, regarding the Trisomy 21, in concrete measures and educational responses applied to children/students with these permanent needs - Intellectual Disabilities, supported Legislative Decree-Law n. 3/2008, of January 7 and the Regional Legislative Decree n.º33/2009/M, December 31. In this sense, this research presents a proposal of an Educational Intervention Model in Reading and Writing, with students with Trisomy 21 to answer to the specific characteristics and educational needs of these children. Attentive up here, specifically for children in Early Intervention and/or education in Kindergarten to describe educational interventions that encourage pre-skills for reading and writing to describe that stimulate and strengthen the skills of reading and writing students of Primary School, in frequency in regular schools of the educational system of the Autonomous Region of Madeira. After performed the theoretical, empirical study was used a method of research that has combined different qualitative procedures: with documentary research was elaborated to characterize the pedagogical reality of each case study, with participant observation positioned the studied cases in terms of developmental and learning from intraindividual profile of each study, and then according to the model proposed, apply an Individualized Educational Intervention Plan and, with the interviews, the teachers were questioned about the purpose of factors inherent the teaching and learning of the child/student with Trisomy 21 and the contribution of the Plan for the classroom. With the implementation of the model proposed here, there have been significant developments of children/students with Trisomy 21 in several areas of development: Language, Perceived, Memory, Fine Motor, Pre-Reading/Pre-Writing, Reading/Writing. An evidence here was also the acceptance of the Plan by the teachers and their application in the context of room/classroom, leveraging relevant results in the short and long term learning in these children. It was thus possible to propose a valid educational intervention.
Description
Keywords
Características desenvolvimentais das crianças com Trissomia 21 Métodos de leitura e escrita para crianças com Trissomia 21 Ação pedagógica Modelo de intervenção educativa em leitura e escrita para crianças/alunos com Trissomia 21 Plano individual de intervenção educativa Developmental characteristics of children with Trisomy 21 Methods of reading and writing for children with Trisomy 21 Pedagogical action Model of educational intervention in reading and writing for children/students with Trisomy 21 Individual educational intervention plan