Estratégias a utilizar para promover a inclusão escolar de um aluno com autismo
Miniatura indisponível
Ficheiros
Data
2011
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Este Projecto de Intervenção, “Estratégias a utilizar para promover a inclusão escolar de um aluno com autismo”, fundamentado nos pressupostos da investigação - acção, centrou-se numa turma do 1º ano, da qual fazia parte um aluno de nome fictício “Bruno”, de uma Escola Básica do 1º ciclo, aprofundando-se a temática do autismo, numa perspectiva inclusiva. Este aluno considerado com Necessidades Educativas Especiais (NEE) apresentava Perturbação do Espectro do Autismo (PEA), o que, à partida, se repercutia no seu défice de atenção, na autonomia para a realização das tarefas escolares, na área da linguagem e da comunicação e na interacção social.
Como as interacções na turma e com a turma são fundamentais, adoptaram-se estratégias e actividades que vão ao encontro das necessidades educativas daquele aluno, bem como do grupo turma. Propusemo-nos implementar actividades específicas para o desenvolvimento das competências sociais e cognitivas.
De forma a atingirmos os objectivos propostos, iniciámos um conjunto de actividades, primeiramente a pares e depois em pequenos grupos, para desta forma incluir o “Bruno” na dinâmica das aulas, participando nas actividades propostas, obtendo o respeito pelos seus pares na valorização das suas intervenções e nos trabalhos realizados.
Ao longo desta intervenção, na interacção com a turma, criámos condições que favorecessem a socialização e autonomia do aluno, desenvolvendo as suas competências académicas.
O trabalho realizado com a turma do 1º ano foi essencial para um bom desenvolvimento académico de todos os alunos, incluindo o “Bruno” diagnosticado como tendo PEA.
A inclusão dos alunos com PEA no ensino regular implica mudanças ao nível das atitudes e das práticas pedagógicas de todos os intervenientes no processo ensino aprendizagem, da organização e da gestão da sala de aula e na própria escola enquanto instituição.
This Intervention Project, "Strategies to use to promote school inclusion of a student with autism," based on the assumptions of action - research focused on a class of 1st year, which was part of a student of fictitious name "Bruno" , at a primary school in the 1st cycle, deepening the subject of autism in an inclusive perspective. This student is considered with Special Educational Needs (SEN) had Autism Spectrum Disorder (PEA), which from the outset, it reflected on his short attention span, the autonomy to carry out homework in the area of language and communication and social interaction. As the interactions in the classroom and the classroom are crucial to adopt strategies and activities to meet the educational needs of that student as well as the group class. We decided to implement specific activities for the development of social and cognitive skills. In order to achieve these objectives, we began a series of activities, first in pairs and then in small groups, so this way include the "Bruno" in the dynamics of class, participating in the activities proposed, obtaining the respect of his peers in the valuation of their activities and work carried out. Throughout this paper, the interaction with the class, we created conditions that would promote socialization and independence for students by developing their academic skills. The work done with the class of the 1st year was essential to a successful academic development of all students, including the "Bruno" diagnosed as PEA. The inclusion of pupils with ASD in regular education require changes in attitudes and teaching practices of all stakeholders in the learning process, organization and management of the classroom and at school as an institution.
This Intervention Project, "Strategies to use to promote school inclusion of a student with autism," based on the assumptions of action - research focused on a class of 1st year, which was part of a student of fictitious name "Bruno" , at a primary school in the 1st cycle, deepening the subject of autism in an inclusive perspective. This student is considered with Special Educational Needs (SEN) had Autism Spectrum Disorder (PEA), which from the outset, it reflected on his short attention span, the autonomy to carry out homework in the area of language and communication and social interaction. As the interactions in the classroom and the classroom are crucial to adopt strategies and activities to meet the educational needs of that student as well as the group class. We decided to implement specific activities for the development of social and cognitive skills. In order to achieve these objectives, we began a series of activities, first in pairs and then in small groups, so this way include the "Bruno" in the dynamics of class, participating in the activities proposed, obtaining the respect of his peers in the valuation of their activities and work carried out. Throughout this paper, the interaction with the class, we created conditions that would promote socialization and independence for students by developing their academic skills. The work done with the class of the 1st year was essential to a successful academic development of all students, including the "Bruno" diagnosed as PEA. The inclusion of pupils with ASD in regular education require changes in attitudes and teaching practices of all stakeholders in the learning process, organization and management of the classroom and at school as an institution.
Descrição
Orientação: Luís de Sousa
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, CRIANÇAS, AUTISMO, EDUCATION, SPECIAL EDUCATION, SCHOOL INCLUSION, CHILDREN, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, AUTISM