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Necessidades educativas especiais: relação entre a perceção de nee e as interações entre crianças
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Advisor(s)
Abstract(s)
Neste estudo pretende relacionar-se a perceção de NEE com a relações estabelecidas entre as crianças, realizado o estágio numa sala em que se encontravam duas crianças com necessidades educativas especiais, muito distintas, verificou-se que as respostas aos mesmos comportamentos/situações causados por estas duas crianças eram diferentes por parte do grande grupo. Os comportamentos e situações considerados foram: dificuldade em realizar tarefas do quotidiano como comer ou pintar; dificuldade em cumprir as regras da sala; e comportamentos destrutivos ou agressivos. Para responder à problemática emergente definiu-se como objetivos: (1) Observar as interações entre crianças com NEE e sem NEE; e (2) Comparar as interações observadas. Apesar de muitos fatores que distinguem as duas crianças com NEE, foi a resposta do grupo que me fez explorar se, a perceção de NEE seria um dos motivos para as diferentes respostas aos mesmos comportamentos. Para a realização deste estudo-caso, em primeiro lugar foi necessário definir claramente os conceitos abordados: NEE; NEE visível (físicas) e não visível (comportamentais) e definir os comportamentos e situações em estudo, de seguida foi realizada uma comparação que analisa as semelhanças e diferenças entre os dois contextos em estudo (criança Z e criança Y) e relacionou-se a mesma com: os resultados obtidos com as notas de campo (resultado da observação direta das situações e comportamentos em análise) e a revisão bibliográfica realizada. Esta investigação pretende averiguar se a perceção de NEE é um fator crucial que influencia as relações entre crianças e, se sim, não será pertinente considerar algumas estratégias para que as crianças consigam ver aquilo que não está a vista, de forma a que todas as crianças com NEE tenham o apoio e compreensão do grupo nas relações que estabelecem.
Abstract This study aims to relate the perception of SEN with the relationships established between children. The internship was carried out in a room where there were two children with very different special educational needs. It was found that the responses to the same behaviors/situations caused by These two children were different from the large group. The behaviors and situations considered were: difficulty in carrying out everyday tasks such as eating or painting; difficulty following room rules; and destructive or aggressive behaviors. To respond to the emerging problem, the following objectives were defined: (1) Observe interactions between children with and without SEN; and (2) Compare the observed interactions. Despite many factors that distinguish the two children with SEN, it was the group's response that made me explore whether the perception of SEN was one of the reasons for the different responses to the same behaviors. To carry out this case study, firstly it was necessary to clearly define the concepts covered: SEN; visible (physical changes) and non-visible (behavioral changes) SEN and defining the behaviors and situations under study, then a comparison was carried out that analyzes the similarities and differences between the two contexts under study (child Z and child Y) and was related to: the results obtained with field notes (result of direct observation of the situations and behaviors under analysis) and the literature review carried out. This research aims to find out whether the perception of SEN is a crucial factor that influences relationships between children and, if so, it would not be pertinent to consider some strategies so that children can see what is not in plain sight, so that all children with SEN have the support and understanding of the group in the relationships they establish.
Abstract This study aims to relate the perception of SEN with the relationships established between children. The internship was carried out in a room where there were two children with very different special educational needs. It was found that the responses to the same behaviors/situations caused by These two children were different from the large group. The behaviors and situations considered were: difficulty in carrying out everyday tasks such as eating or painting; difficulty following room rules; and destructive or aggressive behaviors. To respond to the emerging problem, the following objectives were defined: (1) Observe interactions between children with and without SEN; and (2) Compare the observed interactions. Despite many factors that distinguish the two children with SEN, it was the group's response that made me explore whether the perception of SEN was one of the reasons for the different responses to the same behaviors. To carry out this case study, firstly it was necessary to clearly define the concepts covered: SEN; visible (physical changes) and non-visible (behavioral changes) SEN and defining the behaviors and situations under study, then a comparison was carried out that analyzes the similarities and differences between the two contexts under study (child Z and child Y) and was related to: the results obtained with field notes (result of direct observation of the situations and behaviors under analysis) and the literature review carried out. This research aims to find out whether the perception of SEN is a crucial factor that influences relationships between children and, if so, it would not be pertinent to consider some strategies so that children can see what is not in plain sight, so that all children with SEN have the support and understanding of the group in the relationships they establish.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação Necessidades Educativas Especiais Compreensão Interações Perceções Education Special educational needs Understanding Interactions Perceptions.
Citation
Silva, C. G. S. (2024). Necessidades educativas especiais: relação entre a perceção de nee e as interações entre crianças (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/2121341
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa