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Abstract(s)
As Unidades de Ensino Estruturado surgem como resposta educativa a crianças com
Perturbações do Espetro do Autismo que aponta para o desenvolvimento cognitivo e
social numa perspetiva de inclusão numa escola para todos. A educação inclusiva visa
garantir a igualdade de acesso e de resultados, a equidade educativa.
Este estudo de caso tem por objetivo compreender de que modo as Unidades de
Ensino Estruturado são um meio promotor de uma efetiva inserção escolar e social para
as crianças e jovens com necessidades especiais. Reúne conhecimentos que nos chegam
através da observação direta e das representações das mães dos alunos com
Perturbações do Espetro do Autismo, dos diferentes atores da comunidade educativa,
dos pais de outros alunos da escola e de outros técnicos de apoio a famílias e jovens
com Necessidades Educativas Especiais. Estes saberes ficariam incompletos se não
contemplássemos as (inter)relações entre os alunos da Unidade de Ensino Estruturado
com os outros colegas da escola, bem como as relações com os restantes intervenientes
da comunidade educativa e outros dados recolhidos através da observação direta.
Foi possível entender que estamos no caminho da inclusão, mas ainda muito há a
fazer. As diferentes formas de “olhar” e sentir a inclusão destes jovens, através da
educação, são um ponto de partida para uma reflexão sobre o agir dos diferentes
profissionais, no contexto educativo e social, fazendo-nos refletir sobre a atitude a tomar
nos diferentes papéis.
Tendo em conta as diferentes crenças dos diversos atores intervenientes neste
estudo, bem como as suas representações sobre o fenómeno de inclusão, foi possível
apreender que os alunos com Perturbações do Espetro do Autismo, a frequentar esta
Unidade de Ensino Estruturado, são bem aceites e tolerados por todos na escola, mas
constatamos que nem todos podem partilhar um lugar ao lado do colega de turma
devido ao seu grau de incapacidade. Assim, deduzimos que a Unidade de Ensino
Estruturado funciona, para uma parte dos alunos, como sala apoio e, para os restantes,
como sala de aula.
The structured teaching units are an educational response to children with autism spectrum disorders, which aims at cognitive and social development in a perspective of inclusion and a school for all. Inclusive education seek equal opportunity of access and of results, the educational equality. This case study looks at the way Structured Teaching Units are promoters of an effective scholar and social inclusion for children and young people with special needs. It gathers data from direct observation and other knowledges from mothers of students with autism spectrum disorders and their different representations, as well as actors of the educational community, parents of of other schools students and other professionals that provide support for families and young people with educational special needs. This multiple knowledge would be incomplete if we wouldn’t consider the (inter)relationship between Structured Teaching Units students and other school peers, as well as the relationship with the rest of the participants of the educational community and other data from direct observation. It became clear that we are on the right path to inclusion, but there is also much more we can do. The different perspectives of “looking” and “feeling” the inclusion of these young people, trough education, is a setting point for a deeper understanding about the different professional approaches in the educational and social context, as well as the right attitude towards different roles. Taking in consideration the different beliefs of the participant actors in this study, as well as their representations on inclusion, it became possible to apprehend that students with autism spectrum disorders frequenting Structured Teaching Units are well accepted and tolerated in school by everyone, but it also showed that not all can share a place next to their classmates due to the level of incapacity. Therefore, it is possible to deduce that Structured Teaching Units work, for some students, as a support unit and, for the rest of the students, as a classroom.
The structured teaching units are an educational response to children with autism spectrum disorders, which aims at cognitive and social development in a perspective of inclusion and a school for all. Inclusive education seek equal opportunity of access and of results, the educational equality. This case study looks at the way Structured Teaching Units are promoters of an effective scholar and social inclusion for children and young people with special needs. It gathers data from direct observation and other knowledges from mothers of students with autism spectrum disorders and their different representations, as well as actors of the educational community, parents of of other schools students and other professionals that provide support for families and young people with educational special needs. This multiple knowledge would be incomplete if we wouldn’t consider the (inter)relationship between Structured Teaching Units students and other school peers, as well as the relationship with the rest of the participants of the educational community and other data from direct observation. It became clear that we are on the right path to inclusion, but there is also much more we can do. The different perspectives of “looking” and “feeling” the inclusion of these young people, trough education, is a setting point for a deeper understanding about the different professional approaches in the educational and social context, as well as the right attitude towards different roles. Taking in consideration the different beliefs of the participant actors in this study, as well as their representations on inclusion, it became possible to apprehend that students with autism spectrum disorders frequenting Structured Teaching Units are well accepted and tolerated in school by everyone, but it also showed that not all can share a place next to their classmates due to the level of incapacity. Therefore, it is possible to deduce that Structured Teaching Units work, for some students, as a support unit and, for the rest of the students, as a classroom.
Description
Keywords
Inclusão Exclusão Ensino regular Ensino especial Necessidades Educativas Especiais Perturbações do Espetro do Autismo Agentes educativos Escola inclusiva Inclusion Exclusion Regular teaching Special teaching Educational special needs Autism spectrum disorders Educational agents Inclusive school