Loading...
Publication
Envolvimento e participação de crianças com perturbação do espetro do autismo no jardim de infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.16 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A aprendizagem profunda e significativa de uma criança no seu contexto educativo relaciona-se com o seu envolvimento e a sua participação no mesmo. Este é um tema importante de estudar, principalmente com crianças que apresentam um comprometimento no seu desenvolvimento, como é o caso de crianças com Perturbação do Espetro do Autismo. A investigação salienta que as crianças que apresentam limitações no seu desenvolvimento correm o risco de serem excluídas e/ou de não atingirem um envolvimento profundo e, uma participação ativa e plena. Neste sentido, o presente estudo tem como principais objetivos: (i) caracterizar a forma como a criança com perturbação do espetro do autismo se envolve e participa nas atividades e rotinas diárias do jardim de infância; e (ii) conhecer as estratégias utilizadas pelos educadores de infância na promoção do envolvimento e da participação destas crianças, no contexto de sala de jardim de infância. Para o efeito, observamos oito crianças com perturbação do espetro do autismo nos seus contextos educativos e, entrevistamos os respetivos pais e educadoras. As crianças, com idades compreendidas entre os quatro e os cinco anos, apresentam diferentes níveis de severidade de autismo, sendo que quatro são (dois pares de) gémeos. Através da observação e da conversação, recolhemos os dados recorrendo a diferentes instrumentos que permitiram perceber que estas crianças, participantes no presente estudo, ou não estavam envolvidas, ou tinham um envolvimento mínimo nos seus contextos educativos. Aspeto que pode estar relacionado com as características próprias da perturbação do espetro do autismo, mas também com as características dos seus contextos de vida. Constatamos ainda que, apesar dos esforços das educadoras, a diversidade que existe nas salas do contexto pré-escolar, pode dificultar o envolvimento absoluto e a participação plena de crianças que apresentem comprometimentos no seu desenvolvimento. Desta forma, considera-se importante salientar que nenhuma das salas destes contextos educativos observados tem mais do que 20 crianças, mas, também nenhuma destas salas tem apenas uma criança com perturbação do espetro do autismo e, ainda existem crianças com outras possíveis problemáticas. Será este um sinal de que é necessário haver mudanças na gestão das salas de jardim de infância?
ABSTRACT A child's deep and meaningful learning in their educational context is related to their involvement and participation in it. This is an important topic to study, especially with children who have a developmental impairment, such as children with autism spectrum disorder. As research emphasizes, children who have limitations in their development run the risk of being excluded and/or not achieving deep involvement and active, full participation. In this sense, the main objectives of this study are: (i) to characterize the way in which children with autism spectrum disorder get involved and participate in the daily activities and routines of the kindergarten; and (ii) to find out about the strategies used by kindergarten teachers to promote the involvement and participation of these children in the kindergarten classroom. To this end, we observed eight children with autism spectrum disorder in their educational contexts and interviewed their parents and educators. The children, aged between four and five, have different levels of autism severity and we emphasize that of these eight children, four are (two pairs of) twins. Through observation and conversation, we collected data using different instruments that allowed us to realize that these children, participants in this study, were either not involved or had minimal involvement in their educational contexts. This may be related to the characteristics of autism spectrum disorder, but also to the characteristics of their living environments. We also found that, despite the educators' best efforts, the diversity that exists in pre-school classrooms can make it difficult for children with developmental disabilities to be fully committed and participate. It is therefore important to emphasize that none of the classrooms in these educational settings has more than 20 children, but none of them has just one child with autism spectrum disorder, and there are still children with other possible problems. Could this be a sign that changes are needed in the management of kindergarten classrooms?
ABSTRACT A child's deep and meaningful learning in their educational context is related to their involvement and participation in it. This is an important topic to study, especially with children who have a developmental impairment, such as children with autism spectrum disorder. As research emphasizes, children who have limitations in their development run the risk of being excluded and/or not achieving deep involvement and active, full participation. In this sense, the main objectives of this study are: (i) to characterize the way in which children with autism spectrum disorder get involved and participate in the daily activities and routines of the kindergarten; and (ii) to find out about the strategies used by kindergarten teachers to promote the involvement and participation of these children in the kindergarten classroom. To this end, we observed eight children with autism spectrum disorder in their educational contexts and interviewed their parents and educators. The children, aged between four and five, have different levels of autism severity and we emphasize that of these eight children, four are (two pairs of) twins. Through observation and conversation, we collected data using different instruments that allowed us to realize that these children, participants in this study, were either not involved or had minimal involvement in their educational contexts. This may be related to the characteristics of autism spectrum disorder, but also to the characteristics of their living environments. We also found that, despite the educators' best efforts, the diversity that exists in pre-school classrooms can make it difficult for children with developmental disabilities to be fully committed and participate. It is therefore important to emphasize that none of the classrooms in these educational settings has more than 20 children, but none of them has just one child with autism spectrum disorder, and there are still children with other possible problems. Could this be a sign that changes are needed in the management of kindergarten classrooms?
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Especial
Keywords
Perturbação do Espetro do Autismo Envolvimento Participação Jardim de Infância. Autism spectrum disorder Involvement Participation Kindergarten
Citation
Ribeiro, M. A. S. (2024). Envolvimento e participação de crianças com perturbação do espetro do autismo no jardim de infância [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/21529
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa