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Abstract(s)
O presente relatório realizou-se no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, integrada no curso de Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico.
A finalidade deste relatório é a descrição analítica e reflexiva de um período de observação, intervenção e avaliação pedagógica desenvolvida com uma turma do 1.º ano do 1.º CEB e com duas turmas do 5.º ano do 2.º CEB; no âmbito da prática pedagógica desenvolvida no 1.º CEB, apresenta-se uma investigação realizada durante a intervenção no 1.º ano de escolaridade.
Considerando os pressupostos da Educação Inclusiva relativos a atitudes, práticas e opções metodológicas promotoras de oportunidades de equidade para todos os alunos e tendo em conta o contexto, foi desenvolvida uma investigação designada: O contributo dos pares para a Inclusão de crianças com Perturbação do Espectro do Autismo no 1.º ano de escolaridade. Neste estudo procurou-se desenvolver: (i) atividades facilitadoras de cooperação com os pares; (ii) situações e desenvolvimento de relações de sociais afetivas com pares; (iii) estratégias facilitadoras de processos de autorregulação das aprendizagens de crianças com Perturbação do Especto do Autismo (PEA).
No âmbito da investigação, foi levada a cabo uma intervenção pedagógica que envolveu a implementação de atividades promotoras de trabalho cooperativo, junto do grupo turma, registando-se o envolvimento de duas crianças com PEA numa fase inicial e final da intervenção. Foi ainda realizado um teste sociométrico ao grupo turma com o intuito de conhecer as relações sociais, nomeadamente, as estabelecidas com as alunas PEA.
Face ao objeto de estudo, optou-se por uma investigação-ação, de natureza qualitativa com recurso à análise documental, observação participante, entrevista e teste sociométrico.
Os resultados do estudo permitem apontar para um maior envolvimento das alunas com PEA, ainda que com expressões diferentes, em atividades a pares ou em pequenos grupos, verificando-se, assim, o contributo do trabalho cooperativo para a inclusão de crianças com PEA no ensino regular.
ABSTRACT This report was produced in the context of the Supervised Teaching Practice II curricular unit, integrated in the Master's Degree course in Primary School Teaching and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. The purpose of this report is the analytical and reflective description of a period of observation, intervention and pedagogical evaluation developed with a 1st grade of the 1st Basic School and with two 5th grade of the 2nd Basic School; in the context of the pedagogical practice developed in the 1st Basic School, an investigation carried out during the intervention in the 1st year of schooling is presented. Considering the assumptions of Inclusive Education regarding attitudes, practices and methodological options promoting equity opportunities for all students and taking into account the context, an investigation was developed named: The contribution of peers to the Inclusion of children with Autism Spectrum Disorder in the 1st year of schooling. This study sought to develop: (i) activities that facilitate cooperation with peers; (ii) situations and development of affective social relationships with peers; (iii) strategies that facilitate learning self-regulation processes in children with Autism Spectrum Disorders (ASD). Within the scope of the research, a pedagogical intervention was carried out involving the implementation of activities to promote cooperative work in the class group, with the involvement of two children with ASD in the initial and final phases of the intervention. A sociometric test was also carried out on the class group with the purpose of knowing the social relationships, namely those established with the ASD students. In view of the object of study, we chose a qualitative action-research with recourse to document analysis, participant observation, interview and sociometric test. The results of the study point to a greater involvement of students with ASD, although with different expressions, in activities in pairs or small groups, thus confirming the contribution of cooperative work to the inclusion of children with ASD in regular education.
ABSTRACT This report was produced in the context of the Supervised Teaching Practice II curricular unit, integrated in the Master's Degree course in Primary School Teaching and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. The purpose of this report is the analytical and reflective description of a period of observation, intervention and pedagogical evaluation developed with a 1st grade of the 1st Basic School and with two 5th grade of the 2nd Basic School; in the context of the pedagogical practice developed in the 1st Basic School, an investigation carried out during the intervention in the 1st year of schooling is presented. Considering the assumptions of Inclusive Education regarding attitudes, practices and methodological options promoting equity opportunities for all students and taking into account the context, an investigation was developed named: The contribution of peers to the Inclusion of children with Autism Spectrum Disorder in the 1st year of schooling. This study sought to develop: (i) activities that facilitate cooperation with peers; (ii) situations and development of affective social relationships with peers; (iii) strategies that facilitate learning self-regulation processes in children with Autism Spectrum Disorders (ASD). Within the scope of the research, a pedagogical intervention was carried out involving the implementation of activities to promote cooperative work in the class group, with the involvement of two children with ASD in the initial and final phases of the intervention. A sociometric test was also carried out on the class group with the purpose of knowing the social relationships, namely those established with the ASD students. In view of the object of study, we chose a qualitative action-research with recourse to document analysis, participant observation, interview and sociometric test. The results of the study point to a greater involvement of students with ASD, although with different expressions, in activities in pairs or small groups, thus confirming the contribution of cooperative work to the inclusion of children with ASD in regular education.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Inclusão Práticas Cooperação Envolvimento Perturbações do especto do autismo Autism spectrum disorder Inclusion Practices Involvement Cooperation
Citation
Mendes, M. S. M. (2021). Práticas de Inclusão de Crianças com Transtorno de Espectro Autista no 1.º CEB (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14530