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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II, cujo objetivo é a reflexão sobre uma intervenção num determinado contexto, tendo sido realizada uma investigação com base num tema pertinente, quer para a organização socioeducativa, bem como para o grupo onde o estágio foi realizado.
Desta forma, o tema surge no decorrer das primeiras semanas de estágio, com base na observação realizada e a captação dos interesses e dificuldades do grupo. No decorrer desta observação constatei que uma das crianças com necessidades educativas especiais (NEE), devido às suas dificuldades especificas, não demonstrava uma integração plena no grupo. Assim sendo, a problemática emergente prende-se à questão da inclusão de crianças com NEE, revelando-se fundamental para este contexto em específico. Trata-se de um grupo heterogéneo de 20 crianças, entre os quatro e os seis anos de idade, sendo que duas destas crianças apresentavam NEE, uma com Trissomia 21, e outra com um diagnóstico ainda em aberto, no entanto, as suas dificuldades prendem-se ao nível cognitivo, na comunicação e nos seus comportamentos prossociais, sendo esta última a criança alvo da presente investigação.
Deste modo surge o tema “Estratégias do/a Educador/a na Inclusão de uma Criança com NEE”. É nesta fase que as crianças adquirem competências sociais que as ajudam a compreender e aceitar as diferenças e dificuldades de cada um. Assim sendo, é importante que todas as crianças desta sala participem neste estudo, de forma a adquirirem competências e valores que aos façam crescer cidadãos conscientes e solidários promovendo a inclusão de todos os indivíduos.
Tendo por base esta situação, como futura educadora de infância, tive necessidade de investigar e saber mais sobre este tema, não só para contribuir para o desenvolvimento e aprendizagem destas crianças, bem como outras crianças, em situações semelhantes, ao longo do meu futuro profissional.
ABSTRACT The present report refers to Professional Supervised Practice II, aiming to reflect about an intervention in a certain context. The research was conducted based in a relevant matter for both socio-educative organisation and the group where the internship was completed. Therefore, the theme was developed on the first two weeks of the internship, based on observing, appealed interests and group difficulties. During this observation it was noticed that a child with special educational needs, did not showed a full integration with the group, due to his specific difficulties. Therefore, the emergent issue that needs to be tackle is the inclusion of children with special needs, which reveled to be fundamental in this specific context. It is a heterogenic group of 20 children, ages between four and six years old, with two children with special educational needs, one with Trisomy 21 and the other one with an open diagnostic. However, their difficulties are related with cognitive level of communication and their prosocial behavior. Thus, the second child, with an open diagnostic, was the target of the present research. Therefore, the research theme is “Educator Strategies to include a Special Educational Necessities Child”. It is in this stage that children acquire social competences that helps to understand and accept the differences and the difficulties of each other. Thus, it is important that every child from the playroom engage in this study, so that they can acquire competences and values to make them grow as conscious and solidary citizens, promoting the inclusion of all individuals. Having in mind this situation, as future kindergarten teacher, there was a need to research and to know more about this thematic, not only to contribute to these children development and learning, but also with other children along my professional future.
ABSTRACT The present report refers to Professional Supervised Practice II, aiming to reflect about an intervention in a certain context. The research was conducted based in a relevant matter for both socio-educative organisation and the group where the internship was completed. Therefore, the theme was developed on the first two weeks of the internship, based on observing, appealed interests and group difficulties. During this observation it was noticed that a child with special educational needs, did not showed a full integration with the group, due to his specific difficulties. Therefore, the emergent issue that needs to be tackle is the inclusion of children with special needs, which reveled to be fundamental in this specific context. It is a heterogenic group of 20 children, ages between four and six years old, with two children with special educational needs, one with Trisomy 21 and the other one with an open diagnostic. However, their difficulties are related with cognitive level of communication and their prosocial behavior. Thus, the second child, with an open diagnostic, was the target of the present research. Therefore, the research theme is “Educator Strategies to include a Special Educational Necessities Child”. It is in this stage that children acquire social competences that helps to understand and accept the differences and the difficulties of each other. Thus, it is important that every child from the playroom engage in this study, so that they can acquire competences and values to make them grow as conscious and solidary citizens, promoting the inclusion of all individuals. Having in mind this situation, as future kindergarten teacher, there was a need to research and to know more about this thematic, not only to contribute to these children development and learning, but also with other children along my professional future.
Description
Relatório apresentado no âmbito da unidade curricular de Prática Profissional Supervisionada II,
2.º ano do Mestrado em Educação Pré-Escolar
Keywords
Inclusão Necessidades educativas especiais Educação de infância Estratégias educativas Inclusion Special educational needs Child care Educational strategies
Citation
Neves, D. M. R. (2021). Estratégias do/a Educador/a na Inclusão de uma Criança com NEE (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14480