A escola e as necessidades das famílias com paralesia cerebral e distúrbios comunicacionais associados
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Date
2014-06
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Portuguese
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Abstract
O presente projeto de investigação, realizado na área da Educação Especial,
no domínio cognitivo e motor, pretende estudar o modo como a escola
responde às necessidades das crianças com Paralisia Cerebral (PC) e
distúrbios comunicacionais associados e das suas famílias. De forma mais
específica, esta investigação procura perceber se os SAAC são uma mais-valia
para o processo comunicacional de crianças com PC no contexto escolar e de
reabilitação. Assumimos então como objetivos da nossa investigação identificar
as necessidades e obstáculos referenciados por professores, pais e técnicos
que acompanham as crianças com PC, nomeadamente no que concerne ao
processo comunicacional; identificar os Sistemas de Comunicação utilizados
por diferentes técnicos e docentes e o seu grau de adequação perante as
necessidades e objetivos referenciados pelos alunos e suas famílias e
identificar os critérios utilizados na seleção das ferramentas comunicacionais
em contexto escolar e de reabilitação. Daí que, a questão de partida que
orientou o nosso percurso de investigação foi “Os SAAC são uma mais-valia
para o processo comunicacional de crianças com PC no contexto escolar e de
reabilitação?” O presente estudo pretende ser um contributo para o
esclarecimento desta questão. Para tal, utilizamos o inquérito por questionário
como instrumento de trabalho, e que foi aplicado a famílias, professores e
técnicos de crianças com PC com problemas comunicacionais associados, da
área metropolitana do Porto e Lisboa. Com este instrumento pretendíamos
analisar as opiniões dos professores/ técnicos e das famílias com crianças com
PC com distúrbios na comunicação e fazer um levantamento das suas
necessidades específicas. Os resultados obtidos confirmam a maioria das
nossas hipóteses, podendo concluir-se que a família e escola privilegiam a fala
como forma de comunicação com crianças com PC, e um número significativo
de pais e agentes da educação (professores e técnicos) não utiliza as SAAC no
trabalho com crianças com estas crianças. Daí resulta que as crianças com PC
e distúrbios comunicacionais comunicam com alguma dificuldade com pais,
colegas e agentes educativos, quando não usam os SAAC.
This master project, realized in the Special Education area, in the Motor Mental Disabilities domain, want to study about how school answer children with Cerebral Palsy (PC) and communication disturbs needs and their family. Specifically, this investigation wants to understand if SAAC are an increment to the communicational process of the children with PC, in the scholar and rehabilitation field. So we assume, as the objective of our investigation, to identify the needs and barriers referenced by teachers, parents and technicians which work with the children with PC, especially concerning by communicational process; to identify the Communication Systems used by different teachers and technicians and the adequacy to the needs and objectives referenced by students and their families and identify the requirements used in the selection of the communication tools in the school and rehabilitation context. So, the question of departure which guided our investigative journey is “The SAAC are an increment to the communication process of the children with Cerebral Palsy in the school and rehabilitation context?” The present study mean to be a contribute in order to answer this question. For that, we applied a questioner survey to the families, teachers and technicians of the children with PC and communication problems, from the Porto and Lisbon areas. With this tool we pretend to analyze the opinions from the teachers/ technicians and families of the children with PC and communication disturbs and to carry out a survey of their specific needs. The results confirmed most of our working hypotheses, so we can conclude that family and school contexts predominantly use the speech with children with PC and communication disturbs and a significant number of parents, teachers and technicians don´t use PC and communication disturbs communicate with some difficult with parents, partners and school community when they don´t use SAAC.
This master project, realized in the Special Education area, in the Motor Mental Disabilities domain, want to study about how school answer children with Cerebral Palsy (PC) and communication disturbs needs and their family. Specifically, this investigation wants to understand if SAAC are an increment to the communicational process of the children with PC, in the scholar and rehabilitation field. So we assume, as the objective of our investigation, to identify the needs and barriers referenced by teachers, parents and technicians which work with the children with PC, especially concerning by communicational process; to identify the Communication Systems used by different teachers and technicians and the adequacy to the needs and objectives referenced by students and their families and identify the requirements used in the selection of the communication tools in the school and rehabilitation context. So, the question of departure which guided our investigative journey is “The SAAC are an increment to the communication process of the children with Cerebral Palsy in the school and rehabilitation context?” The present study mean to be a contribute in order to answer this question. For that, we applied a questioner survey to the families, teachers and technicians of the children with PC and communication problems, from the Porto and Lisbon areas. With this tool we pretend to analyze the opinions from the teachers/ technicians and families of the children with PC and communication disturbs and to carry out a survey of their specific needs. The results confirmed most of our working hypotheses, so we can conclude that family and school contexts predominantly use the speech with children with PC and communication disturbs and a significant number of parents, teachers and technicians don´t use PC and communication disturbs communicate with some difficult with parents, partners and school community when they don´t use SAAC.
Keywords
Paralisia cerebral, Distúrbios comunicacionais, Sistemas aumentativos e Alternativos de Comunicação, Cerebral palsy, Communication disturbs, Widening and alternative Systems of communication, Widening and Alternative Systems of Communication, TME (Dissertação de Mestrado em Educação Especial)
Document Type
Master thesis
Publisher Version
Dataset
Citation
Magalhães, S. (2014). A escola e as necessidades das famílias com paralesia cerebral e distúrbios comunicacionais associados. (Dissertação de Mestrado), Universidade Portucalense, Portugal. Disponível no Repositório UPT, http://hdl.handle.net/11328/1064
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TID
201548585
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Access Type
Open Access
Sponsorship
Orientação: Professora Doutora Daniela Nascimento
Description
Dissertação de Mestrado em Educação Especial