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Abstract(s)
Pensar o ensino é pensar cada aluno que nos é entregue no processo ensino/aprendizagem. Quando nos confrontamos com currículos/programas disciplinares construídos para alunos sem necessidades educativos especiais, surge a questão: “E os alunos que necessitam de um currículo adaptado, nessas mesmas disciplinas, mas mantendo a situação de inclusão em aula e com os colegas?”
É este o nosso ponto de partida: criar um currículo na disciplina de Físico-Química para um aluno com Perturbação do Espectro do Autismo. Neste sentido, desenvolvemos um projeto numa lógica da investigação-ação que teve como objetivo geral verificar se uma modificação curricular equilibrada e adequada às necessidades de um aluno com PEA contribui para: (i) o desenvolvimento da inclusão desse aluno na turma; (ii) a aquisição de competências funcionais básicas na disciplina de FQ. Ao nível mais restrito da intervenção pretendeu-se: motivar o aluno PEA para a aprendizagem de FQ; fomentar a interação com os colegas da turma; concretizar atividades através de materiais de trabalho no âmbito da física e da química tendo por base as orientações curriculares do 3.º ciclo na disciplina de FQ e o estabelecido no CEI do aluno; trabalhar competências funcionais.
Para este projeto de intervenção recorremos à metodologia qualitativa, baseando a recolha de informação na entrevista semiestruturada (à professora de Físico-Química), na observação direta/participante (em contexto de sala de aula, de laboratório de experiências e na sala funcional de educação especial) e em testes sociométricos (em contexto de grupo – turma), como meios privilegiados de investigação, para uma melhor análise das experiências em estudo. O projeto desenvolveu-se durante um ano letivo, num estabelecimento de ensino privado e incidiu sobre um aluno com Perturbação do Espectro do Autismo que frequentava esta escola desde o 2.º ciclo e a sua frequência na disciplina de FQ. No decorrer do projeto de intervenção o aluno frequentava o 8.º ano de escolaridade.
Conclui-se que é muito importante o trabalho de parceria entre o professor titular da turma e o professor de Educação Especial e que a criação de um currículo adaptado, com um conjunto de atividades que vão ao encontro das competências, dificuldades e interesses do aluno pode ser facilitador à socialização, aprendizagem, autonomia e inclusão do aluno.
Abstract To think about education is to focus on each individual student that is entrusted to us in the process of teaching and learning. When faced with syllabus programmed for students without special needs, a question arises: “What about those students who need an adapted curriculum in those same subjects?” This is our starting point: to create a Physics and Chemistry syllabus for a student with an autism spectrum disorder. To this purpose, we have developed a project following an investigation-action perspective. Its overall goal is to assess if a change in the syllabus, in order to make it more balanced and adapted to the needs of the student with Autism, will contribute to: (i) a more efficient inclusion of said student in the class; (ii) the acquisition of basic functional skills in Physics and Chemistry. In a restricted sense, the objectives of this intervention were to motivate the student with an autism spectrum disorder to learn Physics and Chemistry; to promote his interaction with the other students from the same class; to lead him to perform tasks using the physics and chemistry working materials proposed by the curricular orientations for the 3rd cycle in the subject of Physics and Chemistry and those defined in the student’s CEI (Individual Adapted Curriculum); and to develop functional skills. In this intervention project we have used a qualitative methodology, basing the gathering of information on a semi-structured interview (to the Physics and Chemistry teacher), on direct and participative observation (in three different contexts: the classroom, the school laboratory and the special education functional classroom) and on a socio-metric test (applied to the class). These were our preferred investigation methods, so as to get a better analysis of the experiences to be studied. The project was developed throughout a school year at a private school in Lisbon, and it focused on a student with an autism spectrum disorder who had attended the school since the beginning of the 2nd cycle (5th and 6th years) and was studying Physics and Chemistry on the 8th year at the time. We have concluded that it is of extreme importance for the special needs teacher to work in close proximity with the regular teacher. Also, that creating an adapted curriculum with a set of activities that favour the student’s interests and abilities, as well as his difficulties, can be very beneficial for the development of his social interactions, learning abilities and autonomy, not to mention his inclusion within the group.
Abstract To think about education is to focus on each individual student that is entrusted to us in the process of teaching and learning. When faced with syllabus programmed for students without special needs, a question arises: “What about those students who need an adapted curriculum in those same subjects?” This is our starting point: to create a Physics and Chemistry syllabus for a student with an autism spectrum disorder. To this purpose, we have developed a project following an investigation-action perspective. Its overall goal is to assess if a change in the syllabus, in order to make it more balanced and adapted to the needs of the student with Autism, will contribute to: (i) a more efficient inclusion of said student in the class; (ii) the acquisition of basic functional skills in Physics and Chemistry. In a restricted sense, the objectives of this intervention were to motivate the student with an autism spectrum disorder to learn Physics and Chemistry; to promote his interaction with the other students from the same class; to lead him to perform tasks using the physics and chemistry working materials proposed by the curricular orientations for the 3rd cycle in the subject of Physics and Chemistry and those defined in the student’s CEI (Individual Adapted Curriculum); and to develop functional skills. In this intervention project we have used a qualitative methodology, basing the gathering of information on a semi-structured interview (to the Physics and Chemistry teacher), on direct and participative observation (in three different contexts: the classroom, the school laboratory and the special education functional classroom) and on a socio-metric test (applied to the class). These were our preferred investigation methods, so as to get a better analysis of the experiences to be studied. The project was developed throughout a school year at a private school in Lisbon, and it focused on a student with an autism spectrum disorder who had attended the school since the beginning of the 2nd cycle (5th and 6th years) and was studying Physics and Chemistry on the 8th year at the time. We have concluded that it is of extreme importance for the special needs teacher to work in close proximity with the regular teacher. Also, that creating an adapted curriculum with a set of activities that favour the student’s interests and abilities, as well as his difficulties, can be very beneficial for the development of his social interactions, learning abilities and autonomy, not to mention his inclusion within the group.
Description
Projeto de Intervenção apresentado na Escola Superior de Educação de Lisboa para obtenção do
grau de mestre em Educação Especial - Especialidade em Problemas de Cognição e Multideficiência
Keywords
Perturbação do espectro do autismo Currículo Físico-química Inclusão Autism spectrum disorder Curriculum Physics Chemistry Inclusion