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Abstract(s)
Definindo o ser humano como “unidade biopsicosocial”, González (1993,
citado por Ferreira, 2003) destaca a necessidade de ver a pessoa como um
todo, classificando a interpretação da incapacidade em função de uma única
perspetiva científica como bastante redutora, reconhecendo-se a importância
dos contextos no desenvolvimento da criança, nomeadamente, do contexto
educativo, fomentando-se, assim, a inclusão (Gonçalves, 2012).
Assim, a criança/jovem com necessidades educativas e sociais tem o direito
de ser educada(o) num ambiente regular, onde a escola proceda às
modificações apropriadas no processo de ensino-aprendizagem, no sentido de
encontrar resposta para um dos direitos de todas as crianças que é, o direito a
uma educação igualitária e de qualidade que observe as suas necessidades e
características (Correia & Cabral, 1999; Kauffman & Simpson, 2007; Ribeiro I.,
2008).
Um dos profissionais a intervir neste contexto é o terapeuta ocupacional
tendo a sua intervenção por base a ocupação e as atividades significativas,
oferece respostas no que concerne à participação das crianças no processo de
ensino-aprendizagem que decorre no contexto educativo. A sua intervenção
tem como finalidade a participação ocupacional em todas as atividades
realizadas neste contexto, atendendo às necessidades de suporte ou
adaptações, em parceria com todos os outros agentes educativos (Pape, Ryba,
& Case-Smith, 2004; Jurdi & Amiralian, 2006; Jenkinson, Hyde, & Ahmad,
2008).
O apoio por parte deste técnico vem muitas vezes por parte dos Centro de
Recurso para a Inclusão que orientam a sua atividade de acordo com uma
abordagem ecológica, avaliando a discrepância entre as
capacidades/competências da criança e o seu desempenho/participação de
forma a compreender o seu comportamento tendo em conta o contexto em que se insere e ainda tendo em conta uma melhoria em termos de
independência, relacionamentos, contribuições, participações escolar e
comunitária e bem-estar pessoal (Ministério da Educação, 2007; Schalock,
2004).
Assim, de forma a perceber como funcionam os apoios terapêuticos em
contexto educativo – mais concretamente na área da Terapia Ocupacional – e
de que forma é feita a articulação entre técnicos e docentes, surge este
projeto de investigação com os principais objetivos de: (i) perceber se alguns
dos paradigmas da educação especial são uniformemente entendidos e
aplicados por diferentes professores, de diferentes ciclos e de diferentes
áreas de ensino; (ii) verificar se o apoio terapêutico em contexto escolar é
visto, na prática, pelos envolvidos como favorável e a que níveis; (iii) pesquisar
as formas como docentes e técnicos procuram articular para o bem comum
de beneficiar o aluno apoiado; e finalmente (iv) identificar sugestões por
forma a facilitar e/ou melhorar esta articulação.
Esteve na sua base uma metodologia qualitativa, em que amostra é
constituída por seis professores e dois terapeutas ocupacionais, a trabalhar
em escolas com e sem apoio de Centros de Recursos para a Inclusão,
contemplando a zona norte do país. Como instrumento de recolha de dados
foi utilizada a entrevista semiestruturada, com posterior análise de conteúdo
para interpretação e discussão dos dados obtidos.
Com o presente estudo foi possível compreender melhor as necessidades
dos envolvidos no trabalho com uma mesma criança e as diferentes
perspetivas sobre a necessidade de se comunicarem e como poderá ser feita
essa mesma comunicação. Foi gratificante perceber que todos os inquiridos se
mostraram preocupados com estas questões e até com algumas ideias de
melhoria ainda que muito pouco individualmente se possa fazer para a
implementação das mesmas.
Defining a human being has an “biopsychosocial unit” González (1993, citen by Ferreira, 2003) highlights the necessity to look to a person has a global, classifying the incapability in function of a single scientific perspective has reductive. Recognizing this way, the importance of school environment on the child development, improving the inclusion (Gonçalves, 2012) So, a special education and social needs child/teenager has the right to be educated on a regular environment, where the school makes every change suitable to the learning process. Meeting this way one of every children right, the right to get a proper education that meets their necessities and characteristics (Correia & Cabral, 1999; Kauffman & Simpson, 2007; Ribeiro I., 2008). One of the professionals working on this context is the occupational therapist, having a base for his intervention the occupation and signifying activities, offers answers about children participation on learning process in school environment. His final goal, in partnership with educational entities, is to get full occupation participation in all activities in this environment. The support by this technician comes rather often by inclusion community centers that guides their activities based on an ecologic view, evaluating the discrepancy between the child capacities and her participation to understand her behavior. This evaluation is done regarding the child educational context and an improvement on independence, relationships, contributions, scholar and community participation and personal well-being (Ministério da Educação, 2007; Schalock, 2004). So, in way to understand the supports given in an educational environment – on occupational therapist area – and understand the articulation between the technicians and teachers, is born this investigation project with the following goals: (i) understand if some of the special needs education paradigms applied by different teachers, from different school grades and different school subjects are the same; (ii) check if therapist support given on schools is seen, by everyone involved, as a good thing and in witch levels; research different ways used by teachers and technicians to communicate with each other to help the needed student; and finally (iv) identify different suggestions to improve this communication. On this study base is a qualitative methodology, where he sample is made by six teachers and two occupational therapists, working in schools with and without community centers support, located all in the north part of Portugal. As an instrument to get data, was used a semi--structured interview, followed by an content analysis to be able to understand and discuss all the data. With this works, it is possible to better understand the necessities of everyone involved on the work with a single child and the different ideas about how important is to communicate with each other and how it is possible to do it. It was gratifying understanding that everyone inquired have shown care and interest about this questions and some gave ideas on how it can be improved.
Defining a human being has an “biopsychosocial unit” González (1993, citen by Ferreira, 2003) highlights the necessity to look to a person has a global, classifying the incapability in function of a single scientific perspective has reductive. Recognizing this way, the importance of school environment on the child development, improving the inclusion (Gonçalves, 2012) So, a special education and social needs child/teenager has the right to be educated on a regular environment, where the school makes every change suitable to the learning process. Meeting this way one of every children right, the right to get a proper education that meets their necessities and characteristics (Correia & Cabral, 1999; Kauffman & Simpson, 2007; Ribeiro I., 2008). One of the professionals working on this context is the occupational therapist, having a base for his intervention the occupation and signifying activities, offers answers about children participation on learning process in school environment. His final goal, in partnership with educational entities, is to get full occupation participation in all activities in this environment. The support by this technician comes rather often by inclusion community centers that guides their activities based on an ecologic view, evaluating the discrepancy between the child capacities and her participation to understand her behavior. This evaluation is done regarding the child educational context and an improvement on independence, relationships, contributions, scholar and community participation and personal well-being (Ministério da Educação, 2007; Schalock, 2004). So, in way to understand the supports given in an educational environment – on occupational therapist area – and understand the articulation between the technicians and teachers, is born this investigation project with the following goals: (i) understand if some of the special needs education paradigms applied by different teachers, from different school grades and different school subjects are the same; (ii) check if therapist support given on schools is seen, by everyone involved, as a good thing and in witch levels; research different ways used by teachers and technicians to communicate with each other to help the needed student; and finally (iv) identify different suggestions to improve this communication. On this study base is a qualitative methodology, where he sample is made by six teachers and two occupational therapists, working in schools with and without community centers support, located all in the north part of Portugal. As an instrument to get data, was used a semi--structured interview, followed by an content analysis to be able to understand and discuss all the data. With this works, it is possible to better understand the necessities of everyone involved on the work with a single child and the different ideas about how important is to communicate with each other and how it is possible to do it. It was gratifying understanding that everyone inquired have shown care and interest about this questions and some gave ideas on how it can be improved.
Description
Keywords
Educação especial Contexto educativo Terapeuta ocupacional Centros de recurso para a inclusão Articulação professores-técnicos Special education School environment Occupational therapist Community centers Teacher-technicians communication
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação