Quality indicators in the education of children with Profound Intellectual and Multiple Disabilities

Autores

  • Isabel Amaral Escola Superior de Educação, Instituto Politécnico de Setúbal
  • Martina Celizic MALI DOM, Zagreb

DOI:

https://doi.org/10.25757/invep.v5i2.83

Resumo

Todas as crianças, independentemente das suas necessidades, deveriam ter acesso a uma educação de qualidade e a serem incluídas nas suas famílias e comunidades. Esta afirmação inclui as crianças mais vulneráveis, em particular as crianças com dificuldades intelectuais e multideficiência. Os resultados da investigação sobre a educação de crianças com dificuldades intelectuais e multideficiência ainda não produziram até ao momento informação suficiente que possa ser usada para desenvolver indicadores de qualidade para a avaliação das práticas e dos serviços. A investigação nesta área é limitada por constrangimentos éticos, dificuldades na determinação de amostras e desafios metodológicos, sendo reduzido o número de estudos capaz de produzir a informação necessária. Este artigo tem como objetivo discutir fatores que contribuam para a qualidade do envolvimento de crianças com dificuldades intelectuais e multideficiência em atividades educativas, com base na experiência das autoras e na informação disponível que tem sido publicada sobre este assunto. Com base nesta discussão é sugerido um conjunto de indicadores que poderão ajudar os profissionais a dirigir as suas observações para a qualidade da oferta educativa e para aspetos significativos dos desempenhos das crianças quando envolvidas em atividades curriculares.

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Como Citar

Amaral, I., & Celizic, M. (2015). Quality indicators in the education of children with Profound Intellectual and Multiple Disabilities. Da Investigação às Práticas: Estudos De Natureza Educacional, 5(2), 112–125. https://doi.org/10.25757/invep.v5i2.83

Edição

Vol. 5 N.º 2 (2015)

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Artigos

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