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Inclusão de uma criança com paralisia cerebral num agrupamento de escolas de Castelo Branco : estudo de caso
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Abstract(s)
O trabalho tem como objetivo central o de saber como se processa a inclusão de uma criança com Paralisia Cerebral num Agrupamento de Escolas da cidade de Castelo Branco. Para conhecer essa realidade, foram entrevistados dois docentes da criança: o Docente de Turma do 1º ciclo e a Docente de Educação Especial. A criança em estudo é do sexo feminino, com Paralisia Cerebral Espástica em cadeira de rodas e o estudo centra-se no seu percurso no 1º ciclo. Desde a sua entrada na escola, que a aluna está abrangida pelas medidas do Decreto-Lei 54/2018. A técnica de recolha de dados utilizada foi a pesquisa documental, o inquérito por entrevista e a observação não participante – esta última foi dificultada pela situação pandémica, no entanto foi possível observar a escola que a criança frequentou durante o seu percurso no 1º ciclo e a escola na qual está sediado o Centro de Apoio à Aprendizagem que a mesma frequenta todos os dias da semana. A realização das entrevistas foi desenhada no sentido de dar resposta aos objetivos: - identificar as dificuldades do pessoal docente face à inclusão de uma criança com paralisia cerebral no 1º ciclo; identificar as medidas tomadas pelo Agrupamento de Escolas para promover a inclusão da criança com paralisia cerebral; analisar a opinião dos docentes sobre a formação recebida para trabalharem com crianças com paralisia cerebral e ainda analisar se a escola em estudo apresenta condições de acessibilidade para a inclusão de uma criança com paralisia cerebral.
As principais conclusões referem que as maiores dificuldades dos docentes se centram na falta de informação sobre o caso, falta de formação inicial na área das necessidades educativas, dificuldade na comunicação com a aluna e adaptação do processo ensino-aprendizagem. A escola tomou todas as medidas possíveis para a inclusão, desde a eliminação de barreiras arquitetónicas, formação à comunidade educativa, acesso a diversos profissionais, aquisição de materiais e adoção de algumas metodologias para incluir a criança, seja dentro da sala de aula, seja nas atividades fora da mesma. O Agrupamento de escolas em causa apresenta condições de acessibilidade, embora a escola que a aluna frequentou nos primeiros quatro anos, tivesse ficado muito aquém das condições de acessibilidade, situação que o docente tentou sempre colmatar. Constatamos ainda que há necessidade de formação em NEE e na operacionalização do Decreto-lei 54/2028 para docentes de 1º ciclo que terminaram a sua formação inicial há muitos anos.
Abstract: The main objective of this work is to find out how the inclusion of a child with Cerebral Palsy is processed in a School Grouping in the city of Castelo Branco. In order to get to know this reality, two of the child's teachers were interviewed: the Class Teacher of the 1st cycle and the Special Education Teacher. The child under study is female, with Spastic Cerebral Palsy in wheelchair and the study focuses on her journey in the 1st cycle. Since entering school, the pupil has been covered by the measures of Decree-Law 54/2018. The data collection technique used was documentary research, interview survey and non-participant observation - the latter was hampered by the pandemic situation, however it was possible to observe the school the child attended during her path in the 1st cycle and the school in which the Learning Support Centre she attends every day of the week is based. The interviews were designed to meet the following objectives - identify the difficulties of the teaching staff regarding the inclusion of a child with cerebral palsy in the 1st cycle; identify the measures taken by the School Cluster to promote the inclusion of the child with cerebral palsy; analyse the teachers' opinion on the training received to work with children with cerebral palsy and also analyse whether the school under study presents accessibility conditions for the inclusion of a child with cerebral palsy. The main conclusions refer that the teachers' main difficulties are centred on the lack of information about the case, lack of initial training in the area of educational needs, difficulty in communicating with the student and adaptation of the teaching-learning process. The school has taken all possible measures for inclusion, from the elimination of architectural barriers, training for the educational community, access to various professionals, acquisition of materials and adoption of some methodologies to include the child, either inside the classroom or in activities outside it. The school grouping in question has accessibility conditions, although the school which the pupil attended for the first four years fell far short of the accessibility conditions, a situation which the teacher always tried to remedy. We also found that there is a need for training in SEN and in the operationalisation of Decree-Law 54/2028 for primary school teachers who finished their initial training many years ago.
Abstract: The main objective of this work is to find out how the inclusion of a child with Cerebral Palsy is processed in a School Grouping in the city of Castelo Branco. In order to get to know this reality, two of the child's teachers were interviewed: the Class Teacher of the 1st cycle and the Special Education Teacher. The child under study is female, with Spastic Cerebral Palsy in wheelchair and the study focuses on her journey in the 1st cycle. Since entering school, the pupil has been covered by the measures of Decree-Law 54/2018. The data collection technique used was documentary research, interview survey and non-participant observation - the latter was hampered by the pandemic situation, however it was possible to observe the school the child attended during her path in the 1st cycle and the school in which the Learning Support Centre she attends every day of the week is based. The interviews were designed to meet the following objectives - identify the difficulties of the teaching staff regarding the inclusion of a child with cerebral palsy in the 1st cycle; identify the measures taken by the School Cluster to promote the inclusion of the child with cerebral palsy; analyse the teachers' opinion on the training received to work with children with cerebral palsy and also analyse whether the school under study presents accessibility conditions for the inclusion of a child with cerebral palsy. The main conclusions refer that the teachers' main difficulties are centred on the lack of information about the case, lack of initial training in the area of educational needs, difficulty in communicating with the student and adaptation of the teaching-learning process. The school has taken all possible measures for inclusion, from the elimination of architectural barriers, training for the educational community, access to various professionals, acquisition of materials and adoption of some methodologies to include the child, either inside the classroom or in activities outside it. The school grouping in question has accessibility conditions, although the school which the pupil attended for the first four years fell far short of the accessibility conditions, a situation which the teacher always tried to remedy. We also found that there is a need for training in SEN and in the operationalisation of Decree-Law 54/2028 for primary school teachers who finished their initial training many years ago.
Description
Dissertação apresentada à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Especial – Domínio Cognitivo e Motor.
Keywords
Docentes Ensino regular Formação Inclusão Paralisia cerebral Teachers Regular education Training Inclusion Cerebral palsy