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Direito à educação: a concretização de um direito das crianças com multideficiência - estudo de caso
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Resumo(s)
As crianças com multideficiência apresentam caraterísticas particulares e heterogéneas entre si, revelando grandes desafios em termos educativos. Apresentam diversas discapacidades, necessitando de apoios, meios, recursos específicos e adaptados para que possam ver os seus direitos respeitados. A legislação atual prevê a inclusão de todas as crianças nas estruturas regulares de ensino promovendo a desinstitucionalização. Na prática, no entanto, levantam-se muitas questões relativamente ao contexto mais eficaz para o sucesso do processo ensino-aprendizagem destas crianças.
Neste estudo analisaram-se as condições de acessibilidade e de cumprimento do direito à educação entre crianças com multideficiência, institucionalizadas e/ou atendidas num lar residencial de apoio a deficientes profundos, e o seu contributo para a inclusão através das várias respostas educativas proporcionadas às crianças.
O método de investigação adotado foi o Estudo de Caso, sendo a estratégia metodológica traduzida num estudo qualitativo apoiado na análise documental e na entrevista semidiretiva. As entrevistas foram realizadas a vários profissionais implicados neste processo – técnicos do lar residencial e encarregadas de educação das crianças envolvidas, que garantem a concretização dos direitos destas crianças, e profissionais externos à instituição que as acompanham nos diferentes contextos educativos onde estão integradas. Através da análise de conteúdo das entrevistas verifica-se que a implementação da atual legislação enfrenta ainda muitas resistências e dificuldades práticas, que se relacionam com a falta de recursos a vários níveis. Apesar de haver concordância em relação ao princípio da inclusão, os entrevistados consideram que nem todas as crianças, nas quais se incluem as com multideficiência, beneficiam de facto com a frequência da escola do ensino regular. As escolas de educação especial são apontadas pelos inquiridos como instituições especializadas e mais vocacionadas, beneficiando de recursos específicos e equipamentos apropriados para responder às necessidades educativas destas crianças. Assim, a escola em colaboração com a família ou instituição deverá ter a preocupação de avaliar a situação de cada criança individualmente, na procura das respostas mais adequadas a cada aluno e a cada caso particular, fazendo valer a educação apropriada a cada criança.
Children with multiple disabilities present a plethora of singular and heterogeneous characteristics, revealing enormous educational challenges. They also present several incapacities that require specific support, means and resources adapted to their reality and the fulfilling of their rights. The present legislation considers the inclusion of all children in the regular learning system beneficial to promote deinstitutionalization. However, in practical terms, there are many doubts and questions about which is the most efficacious context for the success of the teaching-learning process with these children. In this study, we analyse the accessibility standings, the fulfilling of the right to a proper education for children with multiple disabilities, whether they are institutionalized and/or committed to a residential care facility for people with profound disabilities, and their contribution for child inclusion through several educational responses. The investigative method applied is the Case Study, and the strategic methodology is supported by a qualitative study of the documents analysed as well as semi-structured interviews. Among the interviewees were various types of professionals who participate in the process – technicians working at residential facilities and guardians ensuring the children’s rights, and professionals outside the institution who closely observe the different educational contexts where these children are integrated. Through the analysis of these interviews, it is possible to verify that the implementation of the present legislation continues to face many points of resistance and practical difficulties, mainly concerning a lack of resources that is quite encompassing. While there is indeed an agreement regarding the inclusion principle, interviewees believe that not all children, among them children with multiple deficiencies, benefit from attending regular schools (considering the school system present organization). The interviewees point out special education schools as a more suitable type of institution for the educational needs of these children, since these are more specialized and adapted and have specific resources and equipment. Schools, in collaboration with families or institutions, must then concern themselves with the assessment of each individual child, aiming to find the answers that best fit each student and particular case, always ensuring the most adequate education for every child.
Children with multiple disabilities present a plethora of singular and heterogeneous characteristics, revealing enormous educational challenges. They also present several incapacities that require specific support, means and resources adapted to their reality and the fulfilling of their rights. The present legislation considers the inclusion of all children in the regular learning system beneficial to promote deinstitutionalization. However, in practical terms, there are many doubts and questions about which is the most efficacious context for the success of the teaching-learning process with these children. In this study, we analyse the accessibility standings, the fulfilling of the right to a proper education for children with multiple disabilities, whether they are institutionalized and/or committed to a residential care facility for people with profound disabilities, and their contribution for child inclusion through several educational responses. The investigative method applied is the Case Study, and the strategic methodology is supported by a qualitative study of the documents analysed as well as semi-structured interviews. Among the interviewees were various types of professionals who participate in the process – technicians working at residential facilities and guardians ensuring the children’s rights, and professionals outside the institution who closely observe the different educational contexts where these children are integrated. Through the analysis of these interviews, it is possible to verify that the implementation of the present legislation continues to face many points of resistance and practical difficulties, mainly concerning a lack of resources that is quite encompassing. While there is indeed an agreement regarding the inclusion principle, interviewees believe that not all children, among them children with multiple deficiencies, benefit from attending regular schools (considering the school system present organization). The interviewees point out special education schools as a more suitable type of institution for the educational needs of these children, since these are more specialized and adapted and have specific resources and equipment. Schools, in collaboration with families or institutions, must then concern themselves with the assessment of each individual child, aiming to find the answers that best fit each student and particular case, always ensuring the most adequate education for every child.
Descrição
Palavras-chave
crianças direitos da criança multideficiência educação direito à educação inclusão equidade children children’s rights multiple disabilities education the right to education inclusion equity