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Abstract(s)
Ensinar Inglês a quem não domina a língua materna constitui um desafio enriquecedor. Além de abrir portas da comunicação, abre horizontes para novos lugares, povos e culturas. Este desafio será mais enriquecedor, se o docente tiver crianças com necessidades educativas especiais, cujo processo de ensino e aprendizagem deve adaptar-se, promovendo-se uma educação inclusiva e envolvendo os seus intervenientes. Simultaneamente, cria-se uma “sociedade democrática, em que a justiça, o respeito pelo outro e a equidade sejam os grandes princípios de ser e de estar consigo e com os outros” (Sanches & Teodoro, 2006, p. 69).
Este trabalho nasceu da motivação de salientar que os alunos com necessidades educativas especiais são, por vezes, alunos com necessidades educativas esquecidas, pelos pares, professores e até progenitores. Contudo, há casos, em que são alunos incluídos nas turmas e nas escolas e a sua presença conduz a aprendizagens mútuas e significativas para todos, criando-se uma “sociedade inclusiva e atingindo a educação para todos” (UNESCO, 1994, p. 9).
Face a estas considerações, este trabalho constitui um estudo de caso, realizado numa turma do 4º ano do 1º Ciclo do Ensino Básico, de uma escola básica do Grande Porto, onde está incluída uma aluna com Trissomia 21. Recorrémos às metodologias quantitativa (inquéritos) e qualitativa (entrevistas e questionários), para aferir o processo de inclusão desta aluna, nomeadamente no Inglês, ouvindo professores e alunos.
Os resultados deste estudo evidenciam que a inclusão desta aluna é um aspeto facilitador da aprendizagem do Inglês e incute valores para a vida.
Teaching English to someone who does not have complete knowledge of his/her mother tongue is a very enriching challenge. Besides opening the doors of communication, it enlarges horizons for new places, people and cultures. This challenge will certainly be even more enriching if we’ll talk about children with special needs, whose educational process should be adapted, leading to an inclusive education and involving all people around it. At the same time we will be creating a “sociedade democrática, em que a justiça, o respeito pelo outro e a equidade sejam os grandes princípios de ser e de estar consigo e com os outros” (Sanches & Teodoro, 2006, p. 69). This work was born from the motivation of emphasizing that students with special needs are sometimes forgotten by their peers, their teachers and even their parents. However, there are examples in which these students are perfectly included in their classes and in their schools. And their presence leads to mutual and significant learning for everyone, creating a “sociedade inclusiva e atingindo a educação para todos” (UNESCO, 1994, p. 9). Having these considerations in mind, this work is a study case that occured in a 4th grade class of the 1st Ciclo do Ensino Básico, at a school in Oporto, where there is a student with Trisomy 21. We used quantitative (inquiries) and qualitative methods (interviews and questionnaires) to check how her inclusion is taking place, specifically in English lessons, by giving voice to teachers and students who work with her. All the results of this study case allow us to conclude that this student’s inclusion is a positive aspect in English lessons and a good means to teach moral values for life.
Teaching English to someone who does not have complete knowledge of his/her mother tongue is a very enriching challenge. Besides opening the doors of communication, it enlarges horizons for new places, people and cultures. This challenge will certainly be even more enriching if we’ll talk about children with special needs, whose educational process should be adapted, leading to an inclusive education and involving all people around it. At the same time we will be creating a “sociedade democrática, em que a justiça, o respeito pelo outro e a equidade sejam os grandes princípios de ser e de estar consigo e com os outros” (Sanches & Teodoro, 2006, p. 69). This work was born from the motivation of emphasizing that students with special needs are sometimes forgotten by their peers, their teachers and even their parents. However, there are examples in which these students are perfectly included in their classes and in their schools. And their presence leads to mutual and significant learning for everyone, creating a “sociedade inclusiva e atingindo a educação para todos” (UNESCO, 1994, p. 9). Having these considerations in mind, this work is a study case that occured in a 4th grade class of the 1st Ciclo do Ensino Básico, at a school in Oporto, where there is a student with Trisomy 21. We used quantitative (inquiries) and qualitative methods (interviews and questionnaires) to check how her inclusion is taking place, specifically in English lessons, by giving voice to teachers and students who work with her. All the results of this study case allow us to conclude that this student’s inclusion is a positive aspect in English lessons and a good means to teach moral values for life.
Description
Keywords
Língua Estrangeira Necessidades Educativas Especiais Trissomia 21 Inclusão Foreign Language Special Needs Trisomy 21 Inclusion
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação