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Advisor(s)
Abstract(s)
Em acordo com o Dec. Lei nº 3/2008 de 7 de janeiro e para alunos com
necessidades educativas especiais a medida currículo específico individual é
considerada a mais restritiva de todas as medidas educativas. A área
disciplinar da matemática, pela sua aplicabilidade no quotidiano, assume
primordial importância no Programa Educativo Individual (PEI) destes alunos.
Assim, o presente estudo visa analisar a área curricular de matemática dos PEI
de alunos a frequentar o 2º e 3º ciclo de ensino básico ao abrigo da medida
educativa currículo específico individual (CEI); visa igualmente constatar que
seleção de conteúdos programáticos são percecionados como prioritários
para a equipa que elabora o PEI. Em suma, o estudo visa compreender alguns
aspetos que, de forma direta ou indireta, interagem com a elaboração do
currículo. Tem, ainda, um caráter exploratório e está apoiado numa
metodologia de natureza qualitativa e quantitativa (numa dimensão
descritiva) que procede à análise documental de excertos (área curricular de
matemática) dos Programas Educativos Individuais (PEI). Para o efeito foram
analisados 50 PEI que identificaram regularidades relativas aos diferentes
conteúdos e à extensão de cada conteúdo. Os resultados evidenciam uma
escolha maioritária de conteúdos matemáticos associados ao programa do 1º
ano do 1º ciclo do ensino básico e, simultaneamente, de descritores
associados aos números e operações. Os resultados permitem extrapolar
acerca da interação entre níveis de programação e de funcionalidade dos
alunos em CEI e requerem mais estudos que sustentem aquelas evidências e
clarifiquem variáveis que interagem na elaboração do currículo.
Considering the particular educational needs of students with disabilities, under the Decree 3/2008, the specific individual curriculum (SIC) policy is without doubt the most restrictive setting for a student with disabilities. Indeed, depending on level of disability, the SIC considers the possibility of significant changes to the standard curriculum, including replacement or removal of curricular objectives and contents, such as mathematics. However, mathematical skills are crucial on daily basis for a wide array of analytical, technological, scientific and economic applications. Therefore, mathematics is of paramount importance for the Individual Education Program (IEP) of these students. The purpose of this study is to evaluate the importance of mathematics in the IEP of students protected by the SIC policy and attending the primary and secondary schools. Particularly, the study aims to evaluate how the curricular contents of the IEP are chosen and which are given priority. Additionally, this study seeks to identify any factors that may interfere directly or indirectly with the IEP design, supported by a qualitative and quantitative methodology (in a descriptive dimension). In this study, 50 IEP were evaluated, with specific emphasis on the mathematics curriculum. The results show that the mathematics curriculum of the IEP of students with special needs consists predominantly on contents lectured during the first year of primary school (regular IEP) and some descriptors associated with numbers and operations. Hence, it will be of uttermost importance to study the implications of limiting the curriculum contents on the learning capacities of students with special needs and work on the improvement of the IEP design.
Considering the particular educational needs of students with disabilities, under the Decree 3/2008, the specific individual curriculum (SIC) policy is without doubt the most restrictive setting for a student with disabilities. Indeed, depending on level of disability, the SIC considers the possibility of significant changes to the standard curriculum, including replacement or removal of curricular objectives and contents, such as mathematics. However, mathematical skills are crucial on daily basis for a wide array of analytical, technological, scientific and economic applications. Therefore, mathematics is of paramount importance for the Individual Education Program (IEP) of these students. The purpose of this study is to evaluate the importance of mathematics in the IEP of students protected by the SIC policy and attending the primary and secondary schools. Particularly, the study aims to evaluate how the curricular contents of the IEP are chosen and which are given priority. Additionally, this study seeks to identify any factors that may interfere directly or indirectly with the IEP design, supported by a qualitative and quantitative methodology (in a descriptive dimension). In this study, 50 IEP were evaluated, with specific emphasis on the mathematics curriculum. The results show that the mathematics curriculum of the IEP of students with special needs consists predominantly on contents lectured during the first year of primary school (regular IEP) and some descriptors associated with numbers and operations. Hence, it will be of uttermost importance to study the implications of limiting the curriculum contents on the learning capacities of students with special needs and work on the improvement of the IEP design.
Description
Keywords
Currículo Currículo específico individual Matemática Didática da matemática Curriculum Mathematics Mathematics teaching
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação