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Advisor(s)
Abstract(s)
O presente trabalho apresenta o projeto de intervenção desenvolvido no âmbito do Mestrado em Educação Social e Intervenção Comunitária, o qual pretendeu compreender e identificar o contributo de um programa de desenvolvimento de competências pessoais e sociais em alunos com Perturbação do Espectro do Autismo e Perturbação de Desenvolvimento Intelectual na inclusão destes jovens, assim como compreender o papel da Educação Social neste processo.
Este projeto foi desenvolvido numa Unidade de Ensino Estruturado de uma escola básica do distrito de Setúbal e contou com a participação de cinco alunos com Perturbação do Espectro do Autismo, e de outro com Perturbação do Desenvolvimento Intelectual, com idades compreendidas entre os 13 e os 15 anos. Contudo, também estiveram envolvidos alguns alunos com desenvolvimento típico da escola, a professora de Educação Especial e duas Assistentes Operacionais.
A concretização do projeto teve por base a metodologia de investigação-ação e desenvolveu-se em quatro fases: a primeira fase correspondeu à identificação da problemática, procedendo-se do diagnóstico das necessidades de intervenção; a segunda fase destinou-se à planificação do projeto, de acordo com as prioridades encontradas na avaliação inicial; a terceira fase consistiu na implementação de todo o projeto; e por último, a quarta fase focou-se na avaliação e no balanço final do projeto.
Durante o estudo foram utilizadas várias técnicas de recolha e análise de dados, tais como: a pesquisa documental, a entrevista semiestruturada, a entrevista focus group, a observação participante, com recurso a grelha de observação, e os testes sociométricos.
Os resultados do projeto evidenciam o desenvolvimento de algumas das competências pessoais e sociais e, embora as atividades permitissem o contacto com alunos com desenvolvimento típico e tivesse sido demonstrado uma crescente aceitação do grupo com desenvolvimento atípico, não foi claro a contribuição para a inclusão do mesmo grupo.
ABSTRACT The present study presents the intervening project developed in the area of Social Education and Community Intervention Master’s, which intent understand and identify the contribute of a program about personal and social skills development in the social inclusion of students with Autistic Spectrum Disorders and Intellectual Development Disorder, as well as understand the role of Social Education in this process. The project was developed in a structured teaching classroom of a elementary school in the district of Setubal. This project counted, mainly, with the participation of five with Autistic Spectrum Disorders and one with Intellectual Development Disorder, between the ages of 13 to 15. Although, also counted with the participation of some school students with typical development, as also with the special education teacher, and two operational assistants. This project is based on research action methodology and was developed in four stages: the first was the identification of the problem, that derived from the analysis of intervention needs; the second stage was the project planning, according to the priorities found in the initial assessment; the third stage consisted in the project implementation; and finally, the fourth stage, that consisted in the evaluation and in the final analysis of the project. This project used document search, semi-structured interviews, focus group interview, participant observation, using observing grids, and sociometric test as techniques of data collection and analysis. With this project, it become clear that some of the personal and social skills were developed. Although the activities allowed the contact with students with typical development and to have been demonstrated an increasing acceptance of the students with special needs education, it wasn’t clear the contribution for the social inclusion.
ABSTRACT The present study presents the intervening project developed in the area of Social Education and Community Intervention Master’s, which intent understand and identify the contribute of a program about personal and social skills development in the social inclusion of students with Autistic Spectrum Disorders and Intellectual Development Disorder, as well as understand the role of Social Education in this process. The project was developed in a structured teaching classroom of a elementary school in the district of Setubal. This project counted, mainly, with the participation of five with Autistic Spectrum Disorders and one with Intellectual Development Disorder, between the ages of 13 to 15. Although, also counted with the participation of some school students with typical development, as also with the special education teacher, and two operational assistants. This project is based on research action methodology and was developed in four stages: the first was the identification of the problem, that derived from the analysis of intervention needs; the second stage was the project planning, according to the priorities found in the initial assessment; the third stage consisted in the project implementation; and finally, the fourth stage, that consisted in the evaluation and in the final analysis of the project. This project used document search, semi-structured interviews, focus group interview, participant observation, using observing grids, and sociometric test as techniques of data collection and analysis. With this project, it become clear that some of the personal and social skills were developed. Although the activities allowed the contact with students with typical development and to have been demonstrated an increasing acceptance of the students with special needs education, it wasn’t clear the contribution for the social inclusion.
Description
Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Social e Intervenção Comunitária
Keywords
Perturbação do espectro do autismo Competências pessoais e sociais Inclusão Educação social Autism spectrum disorder Personal and social skills Inclusion Social education
Citation
Pesqueira, R. A. M. (2019). Desenvolvimento de competências sociais e pessoais em crianças com perturbação do espectro de autismo e perturbação do desenvolvimento intelectual – O papel da Educação Social (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9896