As necessidades educativas especiais do aluno com síndrome de Cornélia de Lange

Abstract

The inclusive education is, actually, one of the inquietations of the society and the educational systems. This paradigm, the ideal of inclusion, has to do with various economic, social and cultural reasons. The school, as the center of the educational process, has the function of dynamizing a set of educational responses, in order to serve all children and young people with special educational needs (SEN). In this context it is urgent to provide answers to children and young people with SEN, in order to integrate them into the society in which we live.
The inclusion of the child in preschool requires, undoubtedly, a great diversity of
knowledge, formations and interventions, in order to participate in the overall
development of the child. The Early Intervention (EI) proposes to intervene with the child and his / her family. This mediation the earlier you start, the more easily you will avoid the aggravation of the problems of the child, family and community. In this context, teachers acquire a prominent role, and it is recommended that they be attentive, involved in their activity, sharing projects and common responses, which should be based on positive expectations in order to cooperate actively in improve quality of life of these children.
This professional activity report is about our professional practice, which has always focused on the inclusive school, especially in recent years, since we have been working with students with NEE. The professional experience allowed us to familiarize ourselves with several pathologies, namely, Autism Spectrum Disorders (ASD), among others. Allied to the experience also the continuous training has been directed to the improvement of the teaching-learning process with the students with SEN, trying to give an effective answer to their real needs. Taking into account that we have experienced working with various pathologies, it was not easy to decide on what would be the subject of this report.
This made, we opted for to approach the case of a student with Cornelia de Lange Syndrome (CdLS), inserted in the preschool, because it was a very complex challenge, which demanded by the Special Education Team (SET), a collaborative, dynamic work marked by advances and retreats that ultimately contributed to the improvement of the quality of life of this child and its integration into society

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