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A presente investigação, de cariz qualitativo, apresenta-se como um estudo de caso, procurando adquirir e contemplar conhecimentos acerca da vertente social das Necessidades Adicionais de Suporte (NAS) tendo como objetivo primordial analisar esta realidade no contexto de um aluno com síndrome de Down e surdez associada, que se encontra institucionalizado e estuda numa Escola de Referência para o Ensino e Educação Bilingue. Para a recolha de dados, foram realizadas entrevistas estruturadas aos profissionais que trabalham com o aluno no seu quotidiano escolar. Os resultados obtidos e apresentados nesta dissertação demonstram o trabalho adequado que os profissionais desempenham com o aluno e como os mesmos estão refletidos mediante as suas perceções sobre crianças institucionalizadas. Os resultados demonstram também que a escola bem como a instituição em que o jovem vive trabalham em parceria de forma a potencializar ao máximo as capacidades cognitivas que o jovem apresenta e têm como objetivo principal prepará-lo o melhor possível para a vida adulta que o espera.
This qualitative research is presented as a case study, seeking to acquire and contemplate knowledge about the social aspect of Additional Support Needs (NAS) with the primary objective of analyzing this reality in the context of a student with Down syndrome and associated deafness, the student is institutionalized and studying at a Reference School for Bilingual Education and Education. To proceed with data collection, structured interviews were conducted with professionals who work with the student in their daily school life. The results obtained and presented in this dissertation demonstrate the work that professionals develop with the student and how they are reflected through their perceptions about institutionalized children. The results also show that the school, as well as the institution in which the child lives, work in partnership in order to maximize the cognitive abilities presented by the child and their main objective is to prepare them as well as possible for the adult life that awaits them.
This qualitative research is presented as a case study, seeking to acquire and contemplate knowledge about the social aspect of Additional Support Needs (NAS) with the primary objective of analyzing this reality in the context of a student with Down syndrome and associated deafness, the student is institutionalized and studying at a Reference School for Bilingual Education and Education. To proceed with data collection, structured interviews were conducted with professionals who work with the student in their daily school life. The results obtained and presented in this dissertation demonstrate the work that professionals develop with the student and how they are reflected through their perceptions about institutionalized children. The results also show that the school, as well as the institution in which the child lives, work in partnership in order to maximize the cognitive abilities presented by the child and their main objective is to prepare them as well as possible for the adult life that awaits them.
Descrição
Palavras-chave
Criança/jovem Risco Escola Contexto Social Child/juvenile Risk School Social context
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação