Child with Down syndrome: the meaning of inclusion in the context of exclusion
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/17862 |
Resumo: | This study aims to understand the process of school inclusion of a sophomore elementary school with Down syndrome. We emphasize the goal of inclusive school, whose intention is not match the child to colleagues, but to make learn within their means. For this to happen, it is crucial that children with disabilities have the support they need, respect for their limitations and the provision of adequate opportunities, taking into account individual differences, diverse and motivating activities. The research, qualitative, sought, through everyday participant observation of the child down and open questionnaires with education professionals, as the coordinator, the regent teacher and traveling helper, grasp the process of inclusion in a public school the state of Mato Grosso do Sul. the analysis of systematic data and signaled theoretical framework that inclusive schools should recognize the factors that influence the process of inclusion and give an answer to each of them, ensuring education through an appropriate curriculum, organizational, teaching strategies, appropriate use of resources and partnerships. The evidence raised in the observations, compared to reports, support the idea that the support offered by the school where the study was conducted is insufficient for successful inclusion. The study favored the reflection that dispenses schools systematization of its time, space and relationships, to be made effective an inclusion that overcomes the gap between theory and practice. |
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Child with Down syndrome: the meaning of inclusion in the context of exclusionA Criança com Síndrome de Down: o sentido da inclusão no contexto da exclusãoDown syndromeInclusive educationRegular educationSíndrome de DownEducação inclusivaEnsino regularThis study aims to understand the process of school inclusion of a sophomore elementary school with Down syndrome. We emphasize the goal of inclusive school, whose intention is not match the child to colleagues, but to make learn within their means. For this to happen, it is crucial that children with disabilities have the support they need, respect for their limitations and the provision of adequate opportunities, taking into account individual differences, diverse and motivating activities. The research, qualitative, sought, through everyday participant observation of the child down and open questionnaires with education professionals, as the coordinator, the regent teacher and traveling helper, grasp the process of inclusion in a public school the state of Mato Grosso do Sul. the analysis of systematic data and signaled theoretical framework that inclusive schools should recognize the factors that influence the process of inclusion and give an answer to each of them, ensuring education through an appropriate curriculum, organizational, teaching strategies, appropriate use of resources and partnerships. The evidence raised in the observations, compared to reports, support the idea that the support offered by the school where the study was conducted is insufficient for successful inclusion. The study favored the reflection that dispenses schools systematization of its time, space and relationships, to be made effective an inclusion that overcomes the gap between theory and practice.O presente estudo tem por finalidade conhecer o processo de inclusão escolar de uma criança com síndrome de Down, mudança genética que acomete em alguns seres humanos, apresentando as características específicas da síndrome. Nesse contexto, é destacado o objetivo da escola inclusiva, cuja intenção não é igualar a criança aos colegas, mas fazer com que aprenda dentro de suas possibilidades. Para que isso ocorra, é fundamental que as crianças com deficiência tenham o apoio de que precisam, tendo suas limitações respeitadas e recebendo oportunidades adequadas, levando em consideração as diferenças individuais, as atividades diversificadas e motivadoras. A pesquisa, de natureza qualitativa, buscou, por meio de observação e de questionários, conhecer esse processo de inclusão em uma escola, situada no estado de Mato Grosso do Sul, a partir das falas das profissionais da educação, dentre elas: coordenadora, professora regente e auxiliar itinerante. A análise dos dados sistematizados e o aporte teórico sinalizou que as escolas inclusivas devem reconhecer os fatores que influenciam no processo de inclusão e dar uma resposta a cada um deles, assegurando educação por meio de um currículo apropriado, modificações organizacionais, estratégias de ensino, uso apropriado de recursos e parcerias. As evidências levantadas nas observações, comparadas aos relatos, sustentam a ideia de que o apoio oferecido pela escola pesquisada é insuficiente para uma inclusão bem-sucedida. O estudo realizado favoreceu a reflexão, abrindo caminhos para uma nova forma de entender e de praticar a inclusão.Universidade Federal de Santa Maria2017-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1786210.5902/1984686X17862Special Education Magazine; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 103-114Revista de Educación Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 103-114Revista Educação Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 103-1141984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/17862/pdfCopyright (c) 2017 Revista Educação Especialinfo:eu-repo/semantics/openAccessAzevedo, Ana Paula da SilvaDamke, Anderléia Sotoriva2017-08-08T17:50:50Zoai:ojs.pkp.sfu.ca:article/17862Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2017-08-08T17:50:50Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Child with Down syndrome: the meaning of inclusion in the context of exclusion A Criança com Síndrome de Down: o sentido da inclusão no contexto da exclusão |
title |
Child with Down syndrome: the meaning of inclusion in the context of exclusion |
spellingShingle |
Child with Down syndrome: the meaning of inclusion in the context of exclusion Azevedo, Ana Paula da Silva Down syndrome Inclusive education Regular education Síndrome de Down Educação inclusiva Ensino regular |
title_short |
Child with Down syndrome: the meaning of inclusion in the context of exclusion |
title_full |
Child with Down syndrome: the meaning of inclusion in the context of exclusion |
title_fullStr |
Child with Down syndrome: the meaning of inclusion in the context of exclusion |
title_full_unstemmed |
Child with Down syndrome: the meaning of inclusion in the context of exclusion |
title_sort |
Child with Down syndrome: the meaning of inclusion in the context of exclusion |
author |
Azevedo, Ana Paula da Silva |
author_facet |
Azevedo, Ana Paula da Silva Damke, Anderléia Sotoriva |
author_role |
author |
author2 |
Damke, Anderléia Sotoriva |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Azevedo, Ana Paula da Silva Damke, Anderléia Sotoriva |
dc.subject.por.fl_str_mv |
Down syndrome Inclusive education Regular education Síndrome de Down Educação inclusiva Ensino regular |
topic |
Down syndrome Inclusive education Regular education Síndrome de Down Educação inclusiva Ensino regular |
description |
This study aims to understand the process of school inclusion of a sophomore elementary school with Down syndrome. We emphasize the goal of inclusive school, whose intention is not match the child to colleagues, but to make learn within their means. For this to happen, it is crucial that children with disabilities have the support they need, respect for their limitations and the provision of adequate opportunities, taking into account individual differences, diverse and motivating activities. The research, qualitative, sought, through everyday participant observation of the child down and open questionnaires with education professionals, as the coordinator, the regent teacher and traveling helper, grasp the process of inclusion in a public school the state of Mato Grosso do Sul. the analysis of systematic data and signaled theoretical framework that inclusive schools should recognize the factors that influence the process of inclusion and give an answer to each of them, ensuring education through an appropriate curriculum, organizational, teaching strategies, appropriate use of resources and partnerships. The evidence raised in the observations, compared to reports, support the idea that the support offered by the school where the study was conducted is insufficient for successful inclusion. The study favored the reflection that dispenses schools systematization of its time, space and relationships, to be made effective an inclusion that overcomes the gap between theory and practice. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/17862 10.5902/1984686X17862 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/17862 |
identifier_str_mv |
10.5902/1984686X17862 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/17862/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 103-114 Revista de Educación Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 103-114 Revista Educação Especial; Revista Educação Especial, v. 30, n. 57, jan./abr. 2017; 103-114 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944200193572864 |