Habilidades funcionais de alunos com deficiência matriculados no ensino infantil: avaliação de professores
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2010-03-02
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Universidade Estadual Paulista (Unesp)
Resumo
A partir dos pressupostos de que a educação infantil é a etapa inicial e fundamental da educação básica, responsável por formar o indivíduo, em seus aspectos físico, psicológico, intelectual e social – e da inclusão, como direito garantido, preferencialmente na rede regular de ensino –, este estudo teve por objetivo investigar as habilidades funcionais de crianças com deficiência, matriculadas no sistema regular de ensino infantil em uma cidade de pequeno porte do interior paulista. Os participantes foram seis professores do ensino infantil que têm alunos com deficiências, de 0 a 6 anos, matriculados em suas salas. A coleta de dados foi realizada por meio da escala School Function Assessment (SFA), a qual permitiu mensurar a participação, níveis de auxílio e desempenho de atividades funcionais de alunos com deficiências, no contexto acadêmico. Os resultados propiciaram a análise de doze categorias relacionadas a cada parte da escala, sendo seis categorias ligadas a atividades gerais desenvolvidas em seis subambientes da escola. Em assistência e adaptações, foram identificadas quatro categorias de suportes oferecidos e, em participação, quatro categorias. Os resultados indicaram que as crianças avaliadas por seus professores não apresentam dificuldades significativas para o desempenho das atividades de rotina na escola, sublinhando também a necessidade de capacitação dos profissionais da educação, para a avaliação dos alunos, com o intuito de desenvolverem adaptações curriculares e ambientais, a fim de contribuírem para a melhoria do desempenho dos alunos, nas tarefas da rotina escolar.
From the estimated ones of that the infantile education is the initial and basic stage of the basic education, that is responsible for forming the individual in its aspects physical, psychological, intellectual and social; e of the inclusion, as right guaranteed, preferential in the regular net of education. This study it had for objective to investigate the functional abilities of children with deficiency registered in the regular system of infantile education in a small city of the São Paulo. The participants had been six professors of infantile education who have pupils with deficiencies, the 0 6 years, registered its rooms. The collection of data was carried through by means of the scale School Function Assessment (SFA). The SFA allowed to evaluate the participation, levels of aid and performance of functional activities of pupils with deficiencies in the academic context. The results had allowed the analysis of categories related to each part of the scale. With regard to the participation the developed general activities in six environments of the school had been identified to 6 related categories. In assistance and adaptations four categories had been identified to four categories of offered supports and in participation. The results had indicated that the children who had been evaluated by its professors do not present significant difficulties for the performance of the activities of routine in the school, also indicate the necessity of qualification of the professionals of the education for the evaluation of the pupils with intention to develop curricular and environments adaptations in order to contribute for the improvement of the performance of the pupils in the tasks of the pertaining to school routine.
From the estimated ones of that the infantile education is the initial and basic stage of the basic education, that is responsible for forming the individual in its aspects physical, psychological, intellectual and social; e of the inclusion, as right guaranteed, preferential in the regular net of education. This study it had for objective to investigate the functional abilities of children with deficiency registered in the regular system of infantile education in a small city of the São Paulo. The participants had been six professors of infantile education who have pupils with deficiencies, the 0 6 years, registered its rooms. The collection of data was carried through by means of the scale School Function Assessment (SFA). The SFA allowed to evaluate the participation, levels of aid and performance of functional activities of pupils with deficiencies in the academic context. The results had allowed the analysis of categories related to each part of the scale. With regard to the participation the developed general activities in six environments of the school had been identified to 6 related categories. In assistance and adaptations four categories had been identified to four categories of offered supports and in participation. The results had indicated that the children who had been evaluated by its professors do not present significant difficulties for the performance of the activities of routine in the school, also indicate the necessity of qualification of the professionals of the education for the evaluation of the pupils with intention to develop curricular and environments adaptations in order to contribute for the improvement of the performance of the pupils in the tasks of the pertaining to school routine.
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Palavras-chave
Educação especial, Crianças deficientes - Educação, Inclusão em educação, Avaliação educacional, Crianças deficientes - Habilidades funcionais, Special education, Infantile education, Inclusion, Evaluation, Functional abilities
Como citar
BAGAGI, Priscilla dos Santos. Habilidades funcionais de alunos com deficiência matriculados no ensino infantil: avaliação de professores. 2010. 99 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2010.