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Advisor(s)
Abstract(s)
As Perturbações do Espectro do Autismo (PEA) caracterizam-se por uma
perturbação Global no Desenvolvimento com um grande número de lacunas em três
grandes áreas do desenvolvimento: interacção social, comunicação e
comportamento. Estas crianças necessitam de acompanhamento individual e
especializado e, muitas vezes, frequentam escolas específicas e destinadas às suas
características. Em alguns casos, frequentam o ensino regular, neste caso, o 1º ciclo
e, dependendo do nível de cada um, também passam pelas aulas das Actividades de
Enriquecimento Curricular.
Contudo, estas aulas são, na maioria das vezes, menosprezadas por muitos e
estas crianças frequentam-nas sem qualquer tipo de apoio especializado. Assim, os
professores de inglês vêem-se a mãos com uma criança diferente que necessita de
métodos e estímulos variados e distintos para aprender e, infelizmente, não sabem o
que fazer para lidar com ela e lhes transmitir conhecimento. Por este motivo,
proponho-me, neste projecto, a tentar encontrar uma metodologia adaptada ao ensino
de inglês, que seja eficaz para estas crianças com Necessidades Educativas
Especiais, recorrendo aos sistemas de comunicação PECS.
Ao longo da aplicação deste projecto, que se revelou extremamente positivo,
surgiram surpresas não só na área da aquisição de vocabulário, de estruturas e da
produção oral bem como na perspectiva da inclusão de crianças com PEA através do
ensino de uma língua estrangeira, que funcionou como um facilitador.
Por fim, não se trata de um projecto que termine aqui, mas sim de uma porta
que se abre para outros novos estudos, com vista a uma melhor educação, adaptação
e inclusão destas crianças especiais.
The Autism Spectrum Disorder (ASD) is a Global Disruption of Development with a lot of gaps in three large areas of development: social interaction, communication and behaviour. These children need a specialized and individual support, and they often go to specific schools that respond to their needs. In some cases, they go to the primary school classes and, depending on their level, they also go to the extra-curricular activities. However, these classes are, most of the time, neglected and these children are there without any specialized support. So, English teachers see themselves with a different child that needs different methods and different stimuli and, unfortunately, they don’t know how to deal with him/her and how to convey knowledge to him/her. For this reason, in this project, I intend to find a methodology adapted to English teaching, which is effective for these children with special educational needs, using the Picture Exchange Communication System (PECS). Throughout the implementation of this project, which was extremely positive, some surprises came up not only in the areas of acquisition of vocabulary, of structures and of oral production, but also in the perspective of inclusion of children with ASD through the teaching of a foreign language, which acted as a facilitator. To conclude, this is not a project that ends here, instead it is an open door to other new studies, in order to provide a better education, adaptation and inclusion of these special children.
The Autism Spectrum Disorder (ASD) is a Global Disruption of Development with a lot of gaps in three large areas of development: social interaction, communication and behaviour. These children need a specialized and individual support, and they often go to specific schools that respond to their needs. In some cases, they go to the primary school classes and, depending on their level, they also go to the extra-curricular activities. However, these classes are, most of the time, neglected and these children are there without any specialized support. So, English teachers see themselves with a different child that needs different methods and different stimuli and, unfortunately, they don’t know how to deal with him/her and how to convey knowledge to him/her. For this reason, in this project, I intend to find a methodology adapted to English teaching, which is effective for these children with special educational needs, using the Picture Exchange Communication System (PECS). Throughout the implementation of this project, which was extremely positive, some surprises came up not only in the areas of acquisition of vocabulary, of structures and of oral production, but also in the perspective of inclusion of children with ASD through the teaching of a foreign language, which acted as a facilitator. To conclude, this is not a project that ends here, instead it is an open door to other new studies, in order to provide a better education, adaptation and inclusion of these special children.
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Instituto Politécnico do Porto. Escola Superior de Educação