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Publication
A importância dos currículos funcionais no desenvolvimento de alunos com dificuldades intelectuais e desenvolvimentais
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Advisor(s)
Abstract(s)
Este trabalho teve como objetivo demonstrar a importância da inclusão da
criança/jovem comDificuldades Intelectuais Desenvolvimentais (DID) no contexto
educativo, as políticas educativas e mudanças de paradigmas em redor desta
problemática, com um enfoque particular sobre os Currículos Funcionais (CF),
defendidos por Low Brown (1979), primeiro autor a propor este tipo de currículos,
vincando a sua importância no desenvolvimento desses alunos, visando a preparação na
sua vida futura. Nesta linha de pensamento surgiu este trabalho, enquanto docentes de
Educação Especial, e teve como objetivo um conhecimento aprofundado sobre a
funcionalidade desses alunos, suas implicações no contexto educativo, formas de
potencializar o sucesso educativo com currículos capazes de desenvolver o lote de
potencialidades que cada um é portador.
Pretendeu-se auscultar os docentes de Educação Especial sobre as vantagens da
aplicação dos CF, bem como conhecer os recursos necessários, nas escolas, para sua
aplicação.
O estudo incidiu em escolas pertencentes a agrupamentos do distrito de Viseu. O
instrumento escolhido foi o Inquérito por Questionário. A metodologia foi quantitativa e
os resultados são apresentados e interpretados em forma de tabela.
Os resultados evidenciam que, de uma maneira geral, as escolas ainda não projetam a
inclusão da melhor forma, não estando em concordância com o que é preconizado a
nível legislativo e que os CF, para alunos com DID, serão os ideais para desenvolver as
potencialidades que cada um é portador e que, apesar de haver recursos nas escolas, não
há os necessários para o sucesso na sua implementação.
The aim of this work was demonstrating the importance of the integration of children with difficulties in their intellectual development in an educational environment, the educational policies and changes in paradigms on this subject, with particular focus on the functional curriculums (FC), as presented by Low Brown (1987) - the first author to propose this type of curriculums, stating the crucial role of these in the development of the students and preparing them for their future life. It was due to these thoughts that the present work emerged, and as teachersof Special Education the purpose of expanding knowledge over the functionality of students with mental disability, its implications on education, ways of improving educational success with curriculums that are able to develop the arrange of potentialities that each student has. The present dissertation focuses on the auscultation of teachers of Special Education about the advantages of the use of FC, as well as to get to know the necessary resources in schools for its implementation. The current study fell upon schools from the region of Viseu. The instrument used for enquiring was the questionnaire. The methodology was quantitative and the results were presented and interpreted in a table. The results display that schools in general do not plan inclusion in the best way, do not match to what is established in the law and that FC for students with intellectual development disabilities are the best to develop the potentialities of each student and, despite that schools have resources, there is not the necessary ones for the success of the implementation of this kind of curriculums.
The aim of this work was demonstrating the importance of the integration of children with difficulties in their intellectual development in an educational environment, the educational policies and changes in paradigms on this subject, with particular focus on the functional curriculums (FC), as presented by Low Brown (1987) - the first author to propose this type of curriculums, stating the crucial role of these in the development of the students and preparing them for their future life. It was due to these thoughts that the present work emerged, and as teachersof Special Education the purpose of expanding knowledge over the functionality of students with mental disability, its implications on education, ways of improving educational success with curriculums that are able to develop the arrange of potentialities that each student has. The present dissertation focuses on the auscultation of teachers of Special Education about the advantages of the use of FC, as well as to get to know the necessary resources in schools for its implementation. The current study fell upon schools from the region of Viseu. The instrument used for enquiring was the questionnaire. The methodology was quantitative and the results were presented and interpreted in a table. The results display that schools in general do not plan inclusion in the best way, do not match to what is established in the law and that FC for students with intellectual development disabilities are the best to develop the potentialities of each student and, despite that schools have resources, there is not the necessary ones for the success of the implementation of this kind of curriculums.
Description
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
Keywords
Deficiência mental Dificuldades intelectuais desenvolvimentais Contexto educativo Currículos funcionais Mental disability Intellectual development disabilities Educational context Functional curriculum