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Estágio curricular num centro de apoio à aprendizagem de um agrupamento de escolas em Braga: Dois estudos de caso
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Abstract(s)
Este trabalho apresenta uma intervenção desenvolvida num agrupamento de escolas do concelho de Braga. Teve como principal foco dois alunos-alvo (estudo de caso 1 e estudo de caso 2) com dois perfis de funcionamento distintos. O primeiro, diagnosticado com Síndrome de Leigh e o segundo com Perturbação do Espectro do Autismo. A intervenção teve como principal objetivo a implementação de práticas que desenvolvessem a sua autonomia e interação social no contexto escolar. Foram utilizados vários instrumentos de avaliação, como a Medida de Independência Funcional (FIM), a Medida de Avaliação Funcional (FAM), a Escala de Intensidade de Apoio para Crianças (SIS-C) e a Classificação Internacional da Funcionalidade, Incapacidade e Saúde (CIF), para identificar as necessidades específicas dos alunos-alvo e definir os suportes necessários, visando promover a inclusão escolar e aumentar a sua autonomia funcional no contexto escolar. As estratégias de intervenção, bem como todos os recursos adotados e utlizados foram definidos tendo em conta o perfil de funcionalidade. Foram implementados tanto em contexto sala de aula como em contexto individual no Centro de Apoio à Aprendizagem do agrupamento. Finda a intervenção, para além de ser possível observar em ambos os casos um aumento significativo das aquisições curriculares, também foi possível notar uma evolução significativa na autonomia na realização das tarefas e um maior envolvimento e interação social dos alunos em contexto escolar. Conclui-se, assim, que o estágio contribuiu tanto para o desenvolvimento dos alunos acompanhados, como para o fortalecimento de práticas inclusivas no contexto escolar.
This paper presents an intervention developed in a group of schools in the municipality of Braga. It focused mainly on two target students (case study 1 and case study 2) with two distinct functional profiles. The first was diagnosed with Leigh syndrome and the second with autism spectrum disorder. The main objective of the intervention was to implement practices that would develop their autonomy and social interaction in the school context. Several assessment tools were used, such as the Functional Independence Measure (FIM), the Functional Assessment Measure (FAM), the Support Intensity Scale for Children (SIS-C), and the International Classification of Functioning, Disability, and Health (ICF), to identify the specific needs of the target students and define the necessary supports, with a view to promoting school inclusion and increasing their functional autonomy in the school context. The intervention strategies, as well as all the resources adopted and used, were defined taking into account the functionality profile. They were implemented both in the classroom and individually at the group's Learning Support Center. At the end of the intervention, in addition to observing a significant increase in curricular achievements in both cases, it was also possible to note a significant improvement in autonomy in performing tasks and greater involvement and social interaction among students in the school context. It can therefore be concluded that the internship contributed both to the development of the students involved and to the strengthening of inclusive practices in the school context.
This paper presents an intervention developed in a group of schools in the municipality of Braga. It focused mainly on two target students (case study 1 and case study 2) with two distinct functional profiles. The first was diagnosed with Leigh syndrome and the second with autism spectrum disorder. The main objective of the intervention was to implement practices that would develop their autonomy and social interaction in the school context. Several assessment tools were used, such as the Functional Independence Measure (FIM), the Functional Assessment Measure (FAM), the Support Intensity Scale for Children (SIS-C), and the International Classification of Functioning, Disability, and Health (ICF), to identify the specific needs of the target students and define the necessary supports, with a view to promoting school inclusion and increasing their functional autonomy in the school context. The intervention strategies, as well as all the resources adopted and used, were defined taking into account the functionality profile. They were implemented both in the classroom and individually at the group's Learning Support Center. At the end of the intervention, in addition to observing a significant increase in curricular achievements in both cases, it was also possible to note a significant improvement in autonomy in performing tasks and greater involvement and social interaction among students in the school context. It can therefore be concluded that the internship contributed both to the development of the students involved and to the strengthening of inclusive practices in the school context.
Description
Keywords
Educação inclusiva Educação especial Autismo Síndrome de Leigh Inclusive education Special education Autism Leigh syndrome
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence