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Advisor(s)
Abstract(s)
O presente relatório emerge no âmbito da Prática Profissional II, incluída no plano de estudo do 2º ano do Mestrado em Educação Pré-Escolar da Escola Superior de Educação do Instituto Politécnico de Lisboa. Esta Prática foi realizada num Jardim de Infância de uma Instituição Particular de Solidariedade Social em Lisboa com um grupo de crianças de 3 a 6 anos. O estudo, denominado Inclusão de uma criança com síndrome de pacs1 no jardim de infância, tem como objetivos específicos: i) Conhecer a visão da equipa educativa sobre a inclusão de crianças com necessidades de saúde especiais; ii) Analisar as relações da criança com Síndrome de Pacs1 com os seus pares e iii) Identificar estratégias e recursos para a inclusão da criança com Síndrome de Pacs1 na sala de atividades. A abordagem metodológica da investigação, de natureza qualitativa, associa-se a um estudo de caso que visa compreender o processo de inclusão de uma criança com Síndrome de Pacs1 no jardim de infância. Para isso, foram utilizadas diferentes técnicas de recolha de dados como a observação participante, a consulta documental, a sociometria e entrevistas semiestruturadas à equipa educativa de sala, à educadora de educação especial da instituição e aos pais da criança alvo de estudo. Os resultados obtidos revelam, em primeiro lugar, a significância da individualidade de cada criança e da uma consequente implementação de uma prática refletida e adequada. Para além das suas fragilidades e potencialidades, de modo a compreender o nível de inclusão de uma criança com necessidades de saúde especiais no ensino regular, é necessário avaliar a sua envolvência na rotina da sala e nas relações sociais do grupo. Após a apresentação do estudo de caso e respetivas conclusões, é feita uma reflexão da influência dos contextos de práticas profissionais ao longo da formação docente para a construção da profissionalidade.
The present report emerges within the scope of Professional Practice II, included in the study plan for the 2nd year of the Master's degree in Preschool Education at the School of Education of the Polytechnic Institute of Lisbon. This practice was carried out in a Kindergarten of a Private Institution of Social Solidarity in Lisbon with a group of children aged 3 to 6. The study, titled Inclusion of a child with PACS1 syndrome in kindergarten, has the following specific objectives: i) To understand the educational team's perspective on the inclusion of children with specific educational needs; ii) To analyze the relationships of the child with PACS1 syndrome with their peers; and iii) To identify strategies and resources for the inclusion of the child with PACS1 syndrome in the activ. The methodological approach of the research, which is qualitative in nature, is associated with a case study aimed at understanding the inclusion process of a child with PACS1 syndrome in kindergarten. To achieve this, different data collection techniques were used, such as participant observation, document consultation, sociometry, and semi-structured interviews with the classroom educational team, the institution's special education teacher, and the parents of the child under study. The results obtained reveal, firstly, the significance of each child's individuality and the consequent implementation of a thoughtful and adequate practice. Beyond their weaknesses and potentialities, in order to understand the level of inclusion of a child with special educational needs in regular education, it is necessary to evaluate their involvement in the classroom routine and in the group's social relationships. After presenting the case study and its respective conclusions, a reflection is made on the influence of professional practice contexts throughout teacher training on the construction of professionalism.
The present report emerges within the scope of Professional Practice II, included in the study plan for the 2nd year of the Master's degree in Preschool Education at the School of Education of the Polytechnic Institute of Lisbon. This practice was carried out in a Kindergarten of a Private Institution of Social Solidarity in Lisbon with a group of children aged 3 to 6. The study, titled Inclusion of a child with PACS1 syndrome in kindergarten, has the following specific objectives: i) To understand the educational team's perspective on the inclusion of children with specific educational needs; ii) To analyze the relationships of the child with PACS1 syndrome with their peers; and iii) To identify strategies and resources for the inclusion of the child with PACS1 syndrome in the activ. The methodological approach of the research, which is qualitative in nature, is associated with a case study aimed at understanding the inclusion process of a child with PACS1 syndrome in kindergarten. To achieve this, different data collection techniques were used, such as participant observation, document consultation, sociometry, and semi-structured interviews with the classroom educational team, the institution's special education teacher, and the parents of the child under study. The results obtained reveal, firstly, the significance of each child's individuality and the consequent implementation of a thoughtful and adequate practice. Beyond their weaknesses and potentialities, in order to understand the level of inclusion of a child with special educational needs in regular education, it is necessary to evaluate their involvement in the classroom routine and in the group's social relationships. After presenting the case study and its respective conclusions, a reflection is made on the influence of professional practice contexts throughout teacher training on the construction of professionalism.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Inclusão Jardim de Infância Necessidades de saúde especiais Síndrome de PACS1. Inclusion Kindergarten PACS1 syndrome Special educational needs
Citation
Bispo, L. L. (2024). Inclusão de uma criança com síndrome de PACS1 no jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18072