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De que modo é possível promover a inclusão de uma criança com perturbação do espectro autista! Rotinas, atividades e ambiente de grupo inclusivo em pré-escolar
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Abstract(s)
O Presente relatório de estágio surge no âmbito da Unidade Curricular Prática Profissional Supervisionada II (PPS II) e tem como principal objetivo retratar de forma reflexiva e fundamentada a minha ação, enquanto educadora estagiária, numa sala da valência de Pré-escolar, com crianças, que têm idades compreendidas entre 3 e os 5 anos, sendo os 4 anos a idade predominante. Este estágio iniciou-se no dia 30 de setembro de 2024 e terminou no dia 24 de janeiro de 2025. No presente relatório, encontra-se a caraterização do contexto e participantes da ação educativa, em que decorreu o estágio. A compreensão dos processos e interações é fundamental para a definição para a planificação da ação educativa. Em seguida, apresentam-se as intencionalidades educativas para o trabalho com as crianças, famílias e Equipa Educativa. A intervenção só se conclui com a sua posterior avaliação que foi construída, tendo por base, a análise reflexiva da minha prática. Considerando que o grupo no qual realizei o estágio inclui uma criança com Perturbação do Espectro do Autismo (PEA) com necessidade de elevado suporte, o presente estudo dedica-se a experiência pedagógica com esta criança. Assim, ao conhecer o MV procurei aprofundar os meus conhecimentos sobre a PEA e apreender estratégias que promovam a inclusão de crianças com PEA no ambiente de sala e grupo. Deste processo, surgiu assim uma investigação de natureza qualitativa, com a seguinte questão de partida: “De que modo é possível promover a inclusão de uma criança com PEA, tanto no ambiente de grupo como nas atividades e no decorrer da rotina do grupo?”. Para o efeito, foram descritas as forças e dificuldades do MV. Esta caracterização é facilitadora da inclusão, visto que o reconhecimento das especificidades e fragilidades da criança permitem estabelecer estratégias e materiais educativos adaptados e o reconhecimento das potencialidades permite agir com base nas forças. Também se conclui que a educação para a inclusão exige respostas individualizadas, ou seja, visto que cada criança é um ser humano individual com características e necessidades especificas. Após a investigação, é apresentado um texto analítico e reflexivo sobre os contributos da PPS I e II para a construção da minha profissionalidade enquanto futura educadora de infância. Por fim, apresenta-se uma conclusão sobre o trabalho desenvolvido.
This internship report is part of the curricular unit Supervised Professional Practice II (PPS II) and aims to provide a reflective and well-founded account of my work as a trainee educator in a Preschool classroom, with children aged between 3 and 5 years, with 4 years being the predominant age. This internship began on September 30, 2024, and ended on January 24, 2025. The report includes a description of the educational context and participants in which the internship took place. Understanding the processes and interactions is essential for the planning and definition of educational action. Subsequently, the educational intentions for working with children, families, and the Educational Team are presented. The intervention is only complete with its subsequent evaluation, which was developed based on a reflective analysis of my practice. Considering that the group in which I carried out the internship included a child with Autism Spectrum Disorder (ASD) who requires a high level of support, this study focuses on the pedagogical experience with this child. In getting to know MV, I sought to deepen my knowledge about ASD and to learn strategies that promote the inclusion of children with ASD in both the classroom and the group environment. From this process emerged a qualitative research project, guided by the following research question: "How can the inclusion of a child with ASD be promoted, both in the group environment and during activities and daily routines?" To this end, MV’s strengths and difficulties were described. This characterization supports inclusion, as recognizing the child’s specificities and challenges allows for the development of adapted strategies and educational materials, while identifying strengths enables action based on their potential. It was also concluded that inclusive education requires individualized responses, since every child is a unique human being with specific characteristics and needs. Following the research, an analytical and reflective text is presented on the contributions of PPS I and II to the construction of my professional identity as a future early childhood educator. Finally, a conclusion is presented, summarizing the work developed.
This internship report is part of the curricular unit Supervised Professional Practice II (PPS II) and aims to provide a reflective and well-founded account of my work as a trainee educator in a Preschool classroom, with children aged between 3 and 5 years, with 4 years being the predominant age. This internship began on September 30, 2024, and ended on January 24, 2025. The report includes a description of the educational context and participants in which the internship took place. Understanding the processes and interactions is essential for the planning and definition of educational action. Subsequently, the educational intentions for working with children, families, and the Educational Team are presented. The intervention is only complete with its subsequent evaluation, which was developed based on a reflective analysis of my practice. Considering that the group in which I carried out the internship included a child with Autism Spectrum Disorder (ASD) who requires a high level of support, this study focuses on the pedagogical experience with this child. In getting to know MV, I sought to deepen my knowledge about ASD and to learn strategies that promote the inclusion of children with ASD in both the classroom and the group environment. From this process emerged a qualitative research project, guided by the following research question: "How can the inclusion of a child with ASD be promoted, both in the group environment and during activities and daily routines?" To this end, MV’s strengths and difficulties were described. This characterization supports inclusion, as recognizing the child’s specificities and challenges allows for the development of adapted strategies and educational materials, while identifying strengths enables action based on their potential. It was also concluded that inclusive education requires individualized responses, since every child is a unique human being with specific characteristics and needs. Following the research, an analytical and reflective text is presented on the contributions of PPS I and II to the construction of my professional identity as a future early childhood educator. Finally, a conclusion is presented, summarizing the work developed.
Description
Relatório de Prática de Ensino Supervisionada II 2º ano de Mestrado em Educação Pré-Escolar
Keywords
Perturbação do espetro do autismo Inclusão Estratégias Autism spectrum disorder Inclusion Strategie
Pedagogical Context
Citation
Rato, T. C. M. (2025). De que modo é possível promover a inclusão de uma criança com perturbação do espectro autista! - rotinas, atividades e ambiente de grupo inclusivo em pré-escolar [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22287