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Publication
A Formação dos Educadores de Infância e a Inclusão de Crianças com Trissomia 21 no Jardim de Infância
| Name: | Description: | Size: | Format: | |
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| 1.31 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Tendo presente que o princípio da escola inclusiva consiste em dar as mesmas
oportunidades de aprendizagem a todas as crianças devendo, as escolas ajustar-se às suas
problemáticas e a cada especificidade, neste estudo o problema centra-se em torno da
formação dos educadores de infância e a inclusão de crianças com Trissomia 21 no jardim
de infância. Muitos educadores são deparados com crianças com esta síndrome incluídas
nas suas salas e, muitas vezes, não se percepcionam como preparados para dar as respostas
educativas adequadas à sua problemática podendo, dificultar o desenvolvimento das suas
potencialidades. Pretende-se, assim, com este estudo analisar a relação existente entre a
formação dos educadores de infância e a inclusão das crianças com Trissomia 21 no jardim
de infância. Para o efeito, utilizou-se uma investigação do tipo qualitativo e quantitativo, em
que através de uma entrevista semi-estruturada com questões abertas e fechadas,
entrevistou-se 40 educadores de infância titulares de turma que leccionam na ilha de São
Miguel na rede pública e privada que têm, actualmente ou que já tiveram em anos lectivos
anteriores nas suas salas de jardim de infância crianças com Trissomia 21. Para a análise da
informação recolhida utilizou-se a técnica de análise de conteúdo e quantificou-se os dados
obtidos através da análise de ocorrências. Segundo os resultados constatou-se que a falta de
formação dos educadores de infância é um dos grandes entraves à inclusão. Esses
profissionais da educação anseiam por ter mais formação na área da Educação Especial,
tanto na formação inicial como na contínua, para combaterem os receios, os medos, as
inseguranças e as frustrações ao lidarem com essas crianças e, para se sentirem melhor
preparados para desenvolverem estratégias adequadas durante a sua intervenção. Como
medidas sugeridas, propõe-se aos estabelecimentos de Ensino Superior a alteração dos
currículos dos cursos de educadores de infância, incutindo uma disciplina de Necessidades
Educativas Especiais em cada ano do curso, abrangendo também uma vertente prática para
uma melhor preparação e contacto directo com essas crianças. Para além da formação
inicial, sugere-se também mais formação ao nível da formação contínua. Assim, alerta-se
aos centros de formação que incluem mais formações nessa área, mas que estas abordem e
aprofundem cada tipo deficiência, apresentando as suas características e estratégias de
intervenção.
Considering that the first principle of an inclusive school is giving the same opportunities for every single child, schools must adjust to the specifies of children with Down Syndrome in kinder gardens. The main focus in this study is the lack of proper formation of kinder garden teachers and the inclusion of Down Syndrome children in schools. Many teachers have children in their classrooms with that syndrome and are not prepared to answer to their problematic and this could difficult the development of their potentialities. This work analyzes the relation between kinder garden teachers training and the inclusion of children with Down Syndrome. For this purpose, it is used qualitative and quantitative research, wherein through a structured interview with open and closed questions, it was interviewed 40 kinder garden teachers that are working in public and privates schools in São Miguel, who have or had children with Down Syndrome on their classrooms. For the analysis of the information it is considered the content of the interviews and quantified the data obtained by analyzing the occurrence. According to the results obtained by analyzing the material of the interviews, it is obvious that the lack of training is one of the major obstacles to the inclusion. The kinder garden teachers want more training in Special Education to help deal with their fears, insecurities and frustrations when they labor day by day with children with Down Syndrome. As suggested measures, it is proposed to Universities to change the Kinder garden course curriculum, including a special needs major in each year of the course, also including the direct contact with children with Down Syndrome during the training. It is also suggested to implement a continuous formation during the teaching career. Concluding, it is important to include more training in the special needs area to give kinder garden teachers the instruments to help include Down Syndrome children in the Educational Community.
Considering that the first principle of an inclusive school is giving the same opportunities for every single child, schools must adjust to the specifies of children with Down Syndrome in kinder gardens. The main focus in this study is the lack of proper formation of kinder garden teachers and the inclusion of Down Syndrome children in schools. Many teachers have children in their classrooms with that syndrome and are not prepared to answer to their problematic and this could difficult the development of their potentialities. This work analyzes the relation between kinder garden teachers training and the inclusion of children with Down Syndrome. For this purpose, it is used qualitative and quantitative research, wherein through a structured interview with open and closed questions, it was interviewed 40 kinder garden teachers that are working in public and privates schools in São Miguel, who have or had children with Down Syndrome on their classrooms. For the analysis of the information it is considered the content of the interviews and quantified the data obtained by analyzing the occurrence. According to the results obtained by analyzing the material of the interviews, it is obvious that the lack of training is one of the major obstacles to the inclusion. The kinder garden teachers want more training in Special Education to help deal with their fears, insecurities and frustrations when they labor day by day with children with Down Syndrome. As suggested measures, it is proposed to Universities to change the Kinder garden course curriculum, including a special needs major in each year of the course, also including the direct contact with children with Down Syndrome during the training. It is also suggested to implement a continuous formation during the teaching career. Concluding, it is important to include more training in the special needs area to give kinder garden teachers the instruments to help include Down Syndrome children in the Educational Community.
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
Formação de educadores de infância Inclusão Trissomia 21 Jardim de infância Kinder garden teachers training Inclusion Down Syndrome kinder garden