As necessidades educativas especiais do aluno com distrofia muscular de Duchenne

Abstract

Whereas it is recognised that people with disabilities do not constitute
themselves as a homogeneous group, it is undeniable that this is one of the segments of the population that has suffered the most the effects of exclusion, which have become an obstacle to their active participation in society and have undertook, unacceptably, the exercise of full citizenship.
It is therefore up to each of us, by the exercise of free will, to assume our
responsibilities as active and reflective citizens, as a key element in building a society richer in values such as tolerance and solidarity, and to endorse a creative and respectful society of Human Rights.
It is imperative that we always keep in mind the maxim that Education is
fundamental to the existence of a person, but history elucidates that this has not always been understood as so regarding to people with disabilities.
There is, above all, through the analysis of legislative documents, the existence
of several changes in the social construction of Disability that point to a continuous evolution in social and political attitudes, which, in the last decades, have been gradually facing the disabled person as a full-fledged citizen. As such, their education is assumed as a concern and the focus of their educational integration as a strategy to fight exclusion is noticed.
However, at present, the methodological and philosophical option that the
educational system is committed to promoting, with regard to children and young people with disabilities, it is their integration and inclusion in regular educational structures. Thus, the framework of the educational responses provided to these students in these same structures should be analysed. It is important to analyse the extent to which these educational responses converge to the guiding principles of this new educational philosophy that are perfectly defined in the Salamanca Statement and Framework For Action on Special Needs Education (1994).
Therefore, the present essay aims to contribute to the analysis and reflection on
the problem of disability, specifically Duchenne's dystrophy, in the context of situations of inclusion in regular educational structures, particularly in Schools of Second and Third Cycles of Basic Education (ages 11 to 15) Portuguese Educational System, in order to try to verify if a universality of access and success in education can be effectively guaranteed to students with disabilities.
Due to the professional practice in Special Needs Education, a study was carried
out with a student with Duchenne dystrophy, integrated in the regular educational system of the municipality of Guimarães, and it was confirmed that his integration in this school, undoubtedly, valorised his skills and increased his autonomy and socialisation in the surroundings.
This work aims to contribute to the reflection on a particular research: The
Special Needs Education of children with Duchenne !
! This case was chosen because it was considered important to try to understand the relationship between the context, the interlocutors and the young person / adolescent with this dystrophy in social interaction.
The conclusions point us to the barriers for a restructuring in order to eliminate
some of the evidenced needs, both at architectonic, physical, and organizational level, as well as in pedagogical and human resources.
Some theoretical elements are advanced in an attempt to account for some of the parameters that guide the research.

Date of Award	9 Mar 2017
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Filomena Ermida Figueiredo Branco da Ponte (Supervisor)