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Publication
Promoção de competências pessoais e sociais em alunos com perturbação do espetro do autismo e perturbação do desenvolvimento intelectual
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Advisor(s)
Abstract(s)
O presente estudo pretendeu compreender em que medida a adaptação de atividades baseadas na metodologia Ubuntu promove a participação e o desenvolvimento de competências pessoais e sociais em alunos com Perturbação do Espetro do Autismo (PEA) e Perturbação do Desenvolvimento Intelectual (PDI), assim como reconhecer a importância das estratégias implementadas pela docente de Educação Especial (DEE) neste processo. Este projeto de intervenção foi desenvolvido numa Unidade de Apoio Especializado (UAE) integrada num Centro de Apoio à Aprendizagem (CAA), situado numa Escola Básica do distrito de Lisboa e contou com a participação de seis alunos que apresentam PEA e PDI, com idades compreendidas entre os 13 e os 15 anos. A concretização do projeto teve por base a metodologia de investigação-ação e desenvolveu-se em três fases: a primeira fase correspondeu ao planeamento, preparação do estudo, recolha de dados empíricos, elaboração dos materiais e dos instrumentos de recolha de dados; a segunda fase destinou-se à implementação do projeto, em duas séries distintas (correspondendo a dois ciclos de investigação), baseadas na metodologia Ubuntu – Academia de Líderes Ubuntu (ALU), de acordo com as competências pessoais e sociais a desenvolver e que se consideraram prioritárias; a terceira fase consistiu na compilação, apresentação, análise e discussão dos resultados. Durante o estudo foram utilizadas várias técnicas e instrumentos de recolha dos dados, entre os quais se destacam: a pesquisa documental, a análise de redes sociais (com recurso a testes sociométricos), a observação participante (com recurso a grelhas de observação, a notas de campo e a meios audiovisuais) e a entrevista semiestruturada. Os dados recolhidos foram estudados através da análise de conteúdo. Os resultados do projeto evidenciam o desenvolvimento de algumas das competências pessoais e sociais, baseadas nos programas de aprendizagem socioemocional (SEL) e na metodologia Ubuntu, destacando-se o autoconhecimento, a autoconfiança e a resiliência, através da tomada de consciência de si próprio e do controlo das emoções; de comunicação, através da partilha de expressões e do uso mais eficaz da comunicação não verbal; da empatia, ao nível da relação com os pares e do respeito pelos outros; transversais, onde imperou o trabalho de equipa, a flexibilidade e a adaptação à mudança, assim como a criatividade e motivação para o sucesso, perspetivando-se o desenvolvimento integral dos participantes, associadas ao serviço e à tomada de decisões responsáveis.
ABSTRACT The present study aimed to understand what extent adapting activities based on the Ubuntu methodology promotes the participation and development of personal and social skills in students with Autism Spectrum Disorder (ASD) and Intellectual Development Disorder (IDD), as well as to recognize the importance of the strategies implemented by the Special Education Teacher (SET) in this process. This intervention project was developed in a Specialized Support Unit (SSU) integrated within a Learning Support Center (LSC), located in a elementary school in the Lisbon district, and involved the participation of six students with ASD and IDD, aged between 13 and 15. The project was carried out based on action research methodology and it developed in three phases: the first phase corresponded to planning, preparation of the study, collection of empirical data, preparation of materials and data collection instruments; the second phase was aimed at implementing the project, in two distinct series (corresponding to two research cycles), based on the Ubuntu methodology – Ubuntu Leaders Academy (ALU), according to the personal and social skills to be developed and which are considered priorities; the third phase consisted of compiling, presenting, analyzing and discussing the results. During the study, several data collection techniques and instruments were used, among which the following stand out: documentary research, social network analysis (with the use of sociometric tests), participant observation (with the use of observation grids, field notes and audiovisual media) and the semi-structured interview. The collected data was studied using content analysis. The results of the project show the development of some of the personal and social skills, based on socio-emotional learning (SEL) programs and the Ubuntu methodology, highlighting self-knowledge, self-confidence and resilience, through becoming aware of oneself and controlling emotions; communication, through sharing expressions and more effective use of non-verbal communication; empathy, in terms of relationships with peers and respect for others; transversal, where teamwork, flexibility and adaptation to change prevailed, as well as creativity and motivation for success, with a view to the integral development of participants, associated with service and responsible decision-making.
ABSTRACT The present study aimed to understand what extent adapting activities based on the Ubuntu methodology promotes the participation and development of personal and social skills in students with Autism Spectrum Disorder (ASD) and Intellectual Development Disorder (IDD), as well as to recognize the importance of the strategies implemented by the Special Education Teacher (SET) in this process. This intervention project was developed in a Specialized Support Unit (SSU) integrated within a Learning Support Center (LSC), located in a elementary school in the Lisbon district, and involved the participation of six students with ASD and IDD, aged between 13 and 15. The project was carried out based on action research methodology and it developed in three phases: the first phase corresponded to planning, preparation of the study, collection of empirical data, preparation of materials and data collection instruments; the second phase was aimed at implementing the project, in two distinct series (corresponding to two research cycles), based on the Ubuntu methodology – Ubuntu Leaders Academy (ALU), according to the personal and social skills to be developed and which are considered priorities; the third phase consisted of compiling, presenting, analyzing and discussing the results. During the study, several data collection techniques and instruments were used, among which the following stand out: documentary research, social network analysis (with the use of sociometric tests), participant observation (with the use of observation grids, field notes and audiovisual media) and the semi-structured interview. The collected data was studied using content analysis. The results of the project show the development of some of the personal and social skills, based on socio-emotional learning (SEL) programs and the Ubuntu methodology, highlighting self-knowledge, self-confidence and resilience, through becoming aware of oneself and controlling emotions; communication, through sharing expressions and more effective use of non-verbal communication; empathy, in terms of relationships with peers and respect for others; transversal, where teamwork, flexibility and adaptation to change prevailed, as well as creativity and motivation for success, with a view to the integral development of participants, associated with service and responsible decision-making.
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
Inclusão Perturbação do espetro do autismo Perturbação do desenvolvimento intelectual Competências pessoais e sociais Ubuntu Inclusion Autism spectrum disorder Intellectual development disorder
Citation
Ferreira, S. A. M. (2024). Promoção de competências pessoais e sociais em alunos com perturbação do espetro do autismo e perturbação do desenvolvimento intelectual [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/215629
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa