A inclusão escolar de crianças com deficiência intelectual baseada no plano individual de apoio educativo
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2019-01-25
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O objetivo desta tese, é investigar a forma e o modo como as crianças com deficiência intelectual (DI) com escolaridade no 2º ano do Ensino Fundamental são capazes de desenvolver seus potenciais intelectuais e habilidades cognitivas, no afã de melhorar seu desempenho escolar relativo a aprendizagem da leitura, da escrita, e da matemática com base em um instrumento educacional denominado de “Programa Individual de Apoio Educativo – PIAE”. Cientificamente a literatura mundial, relata que os estudos cognitivos abordam que existe uma necessidade premente das crianças com déficit intelectual, serem tratados em igualdade de condições no processo de ensino e aprendizagem da escola inclusiva regular. Daí, a importância de introduzir no contexto escolar, intervenções psicodidáticas que busquem cada vez mais o aprimoramento e desenvolvimento dos potenciais dos processos cognitivos, tais como, perceção, atenção concentrada, memória, raciocínio lógico, linguagem. Para se ter a conclusão de que o uso do Programa Individual de Apoio Educativo – PIAE vai produzir o efeito desejado que é de melhoria destes processos cognitivos citados anteriormente. Para tanto, vamos utilizar na metodologia científica dois instrumentos de avaliação, um pré-teste de Matrizes progressivas de Raven (colorido), que infere o nível de capacidade intelectual da criança, e é aplicado a partir de 4 anos de idade, um segundo instrumento denominado Inventário de Desenvolvimento Battelle - BDI que informa em que etapa de desenvolvimento psico-educativo-social a criança se encontra em relação a Idade Cronológica(IC) e a Idade Mental(IM), seu uso dar-se-á com crianças de um mês até oito anos de idade. Logo após, iniciou-se a aplicação do PIAE com duração de 11 meses, que equivalente a dois semestres letivos que configuram o ano escolar brasileiro. Fizeram parte inicialmente do universo da pesquisa 39 (trinta e nove) crianças, sendo que destas, apenas seis se encontravam dentro da idade padrão até oito anos apresentando deficiência Intelectual. Todas matriculadas na rede regular de ensino em uma escola pública municipal, denominada CAIC - CE. Após a intervenção das professoras nos dois semestres letivos foi feita a avaliação da escola regular, quanto da atuação do “programa” PIAE observando-se, que estas crianças obtiveram um bom desempenho nas ações psico-educativassociais. Fazia-se necessário uma comprovação científica para que desse cunho ao trabalho apresentado e foi aplicado o pós-teste, utilizando-se os mesmos instrumentos do pré-teste. Para verificar a correlação entre os resultados dos testes Battelle e Raven, foi aplicado o instrumento estatístico de correlação de Spearman. Para identificar se houve ou não aumento da pontuação obtida e se a mesma foi significativa foi utilizado o instrumento estatístico de Wilcoxon. Os dados foram tabulados e analisados em SPSS, versão 20. Foi feita a averiguação dos resultados a fim de se identificar se estes condiziam com a hipótese e o objetivo, atuar com crianças com deficit intelectual, através de um programa educativo definido e com profissionais habilitados, a fim de melhorar os processos e habilidades cognitivas e intelectual das crianças, inseridas na rede regular de ensino fundamental. Como base teórica, nos apoiamos nos ensinamentos de Piaget (Construtivismo piagetiano holístico), Vygotsky, Leontiev, Luria (revendo os estudos das ZDR verso ZDP no contexto da aprendizagem) Neisser e Paivio, etc. Além dos recentes estudos realizados na área cognitiva referente a memória e processamento de informação de Newell, Norman, Simon e Mayer que muito acrescentaram na compreensão do conhecimento adquiridos por estas crianças com deficiência Intelectual quando inseridas no meio educativosocial do ensino regular. Referente análise dos resultados, os dados demonstram uma melhoria da capacidade intelectual e das habilidades cognitiva, perceção memória, atenção raciocínio que eram o objetivo principal do trabalho, buscando uma equivalência entre IC X IM, pois, melhoraria sua capacidade de compreensão. Fundamentalmente o PIAE em consonância com profissionais habilitados ao trabalhar com estas crianças DI, obteriam melhor nível de aprendizado mais que crianças segregadas em outras instituições. Finalmente, a intervenção fez com que fossem visualizados novos horizontes educacionais em relação a aprendizagem, na perspetiva de atuar com crianças Deficiência Intelectual (DI), logo, os resultados apresentados pelo programa PIAE mostraram-se eficiente.
The purpose of this thesis is to investigate the way in which children with intellectual disabilities (ID) with education in the 2nd year of elementary school are able to develop their intellectual potential and cognitive abilities in order to improve their school performance related to learning reading, writing, and mathematics based on an educational tool called the Individual Educational Support Program (PIAE). Scientifically the world literature, reports that the cognitive studies approach that there is an urgent need of the children with intellectual deficit, to be treated in equal conditions in the process of teaching and learning of the regular inclusive school. Hence, the importance of introducing in the school context, psycho-educational-social interventions that increasingly seek the improvement and development of the potentials of cognitive processes, such as: perception, focused attention, memory, logical reasoning, and language. To conclude that the use of the Individual Educational Support Program - PIAE will produce the desired effect that is of improvement of these cognitive processes mentioned above. To do so, we will use in the scientific methodology two instruments of evaluation, a pre-test Raven progressive matrices (color), which infers the level of intellectual capacity of the child, and is applied after 4 years of age, a second instrument called Inventory (BDI) that informs the stage of psycho-educational-social development in which the child is in relation to the Chronological Age (CI) and the Mental Age (IM), its use will be with children from one month to eight years of age. Soon after, the application of the PIAE began with a duration of 11 months, equivalent to two semesters that make up the Brazilian school year. At first, 39 (thirty-nine) children initially participated in the research, of which only six were within the standard age up to eight years of intellectual disability. All enrolled in the regular network of education in a municipal public school, called CAIC - CE. After the intervention of the teachers in the two academic semesters, the evaluation of the regular school was made, as well as the performance of the PIAE program, observed that these children had a good performance in the psychoeducational-social actions. It was necessary to have a scientific proof to make it fit the work presented and the post-test was applied, using the same pre-test instruments. To verify the correlation between the results of the Battelle and Raven tests, Spearman's statistical correlation instrument was applied. To identify whether or not there was an increase in the score obtained and if it was significant, the Wilcoxon statistical instrument was used. The data were tabulated and analyzed in SPSS, version 20. The results were investigated in order to identify if they were in agreement with the hypothesis and the objective, to act with children with intellectual deficit, through a defined educational program and with qualified professionals, in order to improve the processes and cognitive and intellectual abilities of the children, inserted in the regular network of fundamental education. As a theoretical basis, we rely on the teachings of Piaget (Holistic Piagetian Constructivism), Vygotsky, Leontiev, Luria, (reviewing the studies of ZDR vs. ZDP in the context of learning) Neisser and Paivio, etc. In addition to recent studies in the memory and information processing area of Newell, Norman, Simon and Mayer, they have added a great deal to the understanding of the knowledge acquired by these children with intellectual disabilities when inserted in the educational and social environment of regular education. Regarding the analysis of the results, the data demonstrate an improvement of the intellectual capacity and the cognitive abilities, perception memory, attention reasoning that were the main objective of the work, seeking an equivalence between IC X IM, therefore, would improve their capacity of understanding. Fundamentally, the PIAE in line with qualified professionals working with these DI children would obtain a better level of learning than segregated children in other institutions. Finally, the intervention made it possible to visualize new educational horizons in relation to learning, with a view to working with children with Intellectual Disability (DI), so the results presented by the PIAE program proved to be efficient.
The purpose of this thesis is to investigate the way in which children with intellectual disabilities (ID) with education in the 2nd year of elementary school are able to develop their intellectual potential and cognitive abilities in order to improve their school performance related to learning reading, writing, and mathematics based on an educational tool called the Individual Educational Support Program (PIAE). Scientifically the world literature, reports that the cognitive studies approach that there is an urgent need of the children with intellectual deficit, to be treated in equal conditions in the process of teaching and learning of the regular inclusive school. Hence, the importance of introducing in the school context, psycho-educational-social interventions that increasingly seek the improvement and development of the potentials of cognitive processes, such as: perception, focused attention, memory, logical reasoning, and language. To conclude that the use of the Individual Educational Support Program - PIAE will produce the desired effect that is of improvement of these cognitive processes mentioned above. To do so, we will use in the scientific methodology two instruments of evaluation, a pre-test Raven progressive matrices (color), which infers the level of intellectual capacity of the child, and is applied after 4 years of age, a second instrument called Inventory (BDI) that informs the stage of psycho-educational-social development in which the child is in relation to the Chronological Age (CI) and the Mental Age (IM), its use will be with children from one month to eight years of age. Soon after, the application of the PIAE began with a duration of 11 months, equivalent to two semesters that make up the Brazilian school year. At first, 39 (thirty-nine) children initially participated in the research, of which only six were within the standard age up to eight years of intellectual disability. All enrolled in the regular network of education in a municipal public school, called CAIC - CE. After the intervention of the teachers in the two academic semesters, the evaluation of the regular school was made, as well as the performance of the PIAE program, observed that these children had a good performance in the psychoeducational-social actions. It was necessary to have a scientific proof to make it fit the work presented and the post-test was applied, using the same pre-test instruments. To verify the correlation between the results of the Battelle and Raven tests, Spearman's statistical correlation instrument was applied. To identify whether or not there was an increase in the score obtained and if it was significant, the Wilcoxon statistical instrument was used. The data were tabulated and analyzed in SPSS, version 20. The results were investigated in order to identify if they were in agreement with the hypothesis and the objective, to act with children with intellectual deficit, through a defined educational program and with qualified professionals, in order to improve the processes and cognitive and intellectual abilities of the children, inserted in the regular network of fundamental education. As a theoretical basis, we rely on the teachings of Piaget (Holistic Piagetian Constructivism), Vygotsky, Leontiev, Luria, (reviewing the studies of ZDR vs. ZDP in the context of learning) Neisser and Paivio, etc. In addition to recent studies in the memory and information processing area of Newell, Norman, Simon and Mayer, they have added a great deal to the understanding of the knowledge acquired by these children with intellectual disabilities when inserted in the educational and social environment of regular education. Regarding the analysis of the results, the data demonstrate an improvement of the intellectual capacity and the cognitive abilities, perception memory, attention reasoning that were the main objective of the work, seeking an equivalence between IC X IM, therefore, would improve their capacity of understanding. Fundamentally, the PIAE in line with qualified professionals working with these DI children would obtain a better level of learning than segregated children in other institutions. Finally, the intervention made it possible to visualize new educational horizons in relation to learning, with a view to working with children with Intellectual Disability (DI), so the results presented by the PIAE program proved to be efficient.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Deficiência intelectual , PIAE , Habilidade , Cognição , Criança