Apoio a crianças com NEE no âmbito das AEC / Support to children with special needs in extra-curricular activities

Um leitor do blog enviou-nos um documento, no qual é ilustrado o trabalho desenvolvido pela Associação Nacional de Animação e Educação (ANAE) com crianças com Necessidades Educativas Especiais (NEE) do 1º ciclo do Ensino Básico do concelho das Caldas da Rainha.

Este trabalho foi desenvolvido por uma equipa de investigadores, que verificou que muitas crianças com NEE não frequentavam (ou eram simplesmente afastadas) Actividades de Enriquecimento Curricular nas escolas portuguesas.

Assim, em parceria com o Município das Caldas da Rainha, deu-se início a um projecto em todas as escolas de 1º ciclo deste concelho, com os objectivos de fomentar a igualdade de oportunidades para todas as crianças, independentemente das suas características físicas, cognitivas, culturais, sociais ou económicas. 

As actividades com maior apoio foram as de Actividade Física e Desportiva, Inglês e Música, havendo assim um apoio aos professores, adaptando-se os conteúdos para crianças com características especiais. (http://anae.biz/?p=758, consultado a 11/01/2011)

Devido ao sucesso deste projecto, a ANAE está a tentar negociar a implementação deste projecto no concelho de Óbidos.

Para um acesso ao trabalho, clique aqui.

Fica aqui presente o agradecimento ao leitor pela partilha de conhecimento e disponibilidade pela fonte em questão.
 

A blog reader sent us a document which illustrates the work of National Association of Animation and Education (ANAE) with children with special needs in primary education in Caldas da Rainha.

This work was prepared by scientists team which cllaimed that many of children with special needs cannot participate in (or simply they are removed from) Extra-Curricular activities in portuguese schools.

So, in cooperation with Caldas da Rainha project started in every primary schools from this district. The main goal was to promote equal chances for every child regardless of their phisical, cognitive, cultural, social and economical conditions. Project supported Phisical Education and Sport, English and Music and helped teacher to adapt contents to children with special needs. (http://anae.biz/?p=758, 11.01.2010)

Because this project achieved great success, ANAE is trying to get permision to put it into practice in Obidos.

If you want read more about this project, click here.

We would like also to thank the reader for sharing with us this source.

Cartaz/Poster

Este é um cartaz realizado por alunas do Mestrado em Educação Pré-Escolar na Escola Superior de Educação de Lisboa.

This poster was prepared by students from Escola Superior de Educação de Lisboa.

Making a Difference: Careers in Early Intervention

We would like to present you film "Making a Difference: Careers in Early Intervention" prepared by The Massachusetts Department of Public Health and Early Intervention Services. Film highlights main specialists who take care of children with special needs: Physical Therapists, Speech Pathologists, Occupational Therapists, Social Workers and Developmental Specialists. It also concentrate on cooperation between specialists and family. It is necessary if we want to achieve success in early intervention.

 

(http://www.youtube.com/watch?v=z-wOUyglDWU&feature=related,11.01.2011)

Early intervention support

If you are looking for informations about early intervention and special needs in english visit http://www.earlyinterventionsupport.com/ On this web site you can read more about child's development, early intervention, diagnosis, therapy and find the answers for common questions about this topic.

Early diagnosis of disabilities and disorders

We would like to present you list of disturbing symptoms. If you observe your child and can find some of them, please contact with specialist.

Disturbing symptoms in neonatal period

• permanent cry
• difficulties in suction and swallowing, often volmiting
• musle trembling, increased or decreased muscle tone, frequently clench fists with hidden thumb

Disturbing symptoms in infancy

• incorrect or retarded purchasing motor skillssmall spontaneous activity and excessive sensitivity for exterior impulse at the same time
• big anxiety
• biological rythms disorders
• social skills disorders
• lack of interest of toys
• stereotypical hands motion at child in age of more than 6 months
• difficulties in feeding

Disturbing symptoms in preschool period

• incorrect useing language
• reduced ability to play
• persistently functioning
• attachment to behaviour schema
• echolalia

(http://www.wczesnainterwencja.eu/1,O-Projekcie-i-Wczesnej-Interwencji, 11.01.2011)

Scheme of early intervention in Poland

Family system concept is basis of this model. It means that we look at the family as an integral whole, the environment which can provide small child best conditions for his development.

The main assumptions in work of early intervention teams are:

• to take care of whole family
• work on the basis of team
• prepare individual aid scheme

Multispecialist taking care of child and his family allow to:

• know child and all his developmental possibilities
• know conditions of family relationship in which child growing up
• avoid so inconvinient for child and family process of searching right specialist
• provide child multidirectional therapy and stimulation of his development
• include specialist who is needed
• prepare individual aid scheme

(http://www.wczesnainterwencja.eu/1,O-Projekcie-i-Wczesnej-Interwencji, 11.01.2011)

How to take care of a child with Attention Deficit Hyperactivity Disorder- Tips

1. Just ask a child how you can help. Children often know this, but their opinions are ignored.
2. Remember about the emotional aspect of the learning process. Children need success, not failures. Particularly take care of child's self-esteem.
3. Remember that children with Attention Deficit Hyperactivity Disorder need a structure- if their environment gives it to them, they easily deal with their problems.
4. Set the rules, write them down on a piece of paper and put it on a wall. From time to time repeat the rules- children with Attention Deficit Hyperactivity Disorder need to hear some things more than once.
5. Try to keep an eye contact with a child as often as possible.
6. Your schedule should be predictible. If you want to introduce any changes, prepare children for it.
7. Pay attention to the quality of the work not to the quantity- give less homeworks.
8. Divide extensive assignements into small parts. Small tasks seem to be manageable and a child does not feel overpowered. Children do not even start doing huge tasks and think „Oh, I cannot manage it”.
9. Teach a child how to underline parts of the text which are to be learned – it will intriduce a structure into the text.
10. Simplify your instructions- you will attract child's attention.
11. Let children to be responsible for what they do as often as possible.
12. Try to meet parents as often as possible, but keep in mind that it is not the time only for discussing problematic issues. Praise children while talking to their parents.
13. Always try to notice that moment, in which child's talent appears. Children with Attention Deficit Hyperactivity Disorder are much more talented than we suppose.
14. Reduce the number of short tests. Children with Attention Deficit Hyperactivity Disorder cannot show what they really know in such a short time.
15. Change serious learning into the fun. In this way you will teach more!
16. Give short, simple instructions and check their realization.
17. To older children suggest writing down their doubts and asking questions in the right time, instead of interrupting the lesson.
18. Be like a conductor, attract orchestra's attention. Keep your class in a proper rhythm.
19. Praise, approve, encourage, stimulate. Always notice if a child works well.

(Borowska A., Jak pomóc dziecku z ADHD?, Warsaw 2009)