In this report I will do a reflective approach on the Contemporary School from the point of view of autism and trisomy 20. First of all, I would like to reflect on the importance of developing the scientific spirit to be able to build a sustainable knowledge, in order to improve my professional performance. Secondly, I will consider my career performance, in a critical way, referring to my experience with autist and trissomy 20 students as I teach a mixed ability class with two students with the disabilities mentioned above. This particular situation makes me wonder and ask myself a couple of questions (e.g .How to fully educate and train students with and without special needs, particularly with autism and trisomy 20? How to promote the development of skills in all areas: academic, personal and group? Etc), that make me rethink about my praxis. Therefore, I try to approach the Special Education in a sustainable way, its historical context; the unique, plural, inclusive school, open to diversity, which welcomes students with or without autist and trisomy 20 that, fairly, tries to give opportunity and education for all. Thirdly, I critically analyse the issues of autism and trisomy 20, in their specification and consequences on the process of learning (reference to studies of Leo Kanner and Hans Asperger), framing the stories of my students. I also reflect on specialized educational strategies (e.g. Individual support project; promoting familiarization, body posture, verbal instructions, personal communication, intonation, facial expression and the teacher body language, etc..) and the importance of family (parental involvement in the children school life is essential). I move forward to a critical exploitation of the structured learning and the structured unit teaching for students with autism spectrum disorders. Last but not least, I think about school in the age of globalization, where consumerism, lack of ideas, critical thinking are very much present and also the infantilization of young people. We must invest on education and values. Then, I would also like to give a particular impression of the challenges of school today, giving special emphasis on the role of the teacher. This should be a kind of reflective teacher and mentor of students’ learning. He should observe the contexts and the students experiences. The practical and pedagogical relationship should be based on cooperation, determination, affection, tolerance, implementing strategies (e.g. individual pedagogy, different learning rythms, expressive reading, production and dramatization of texts, etc.) and organizing activities, in order to promote the academic success, personal and social development of students (e.g. reading contests, poetry festival, meetings with writers, exchanges with students from other levels of teaching, theater, etc.). Finally, I reflect on all the work I put into my job and this enables me to prepare and organize a future work, with some proposals to create new and different projects.
| Date of Award | 20 Jun 2013 |
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| Original language | Portuguese |
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| Awarding Institution | - Universidade Católica Portuguesa
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| Supervisor | Maria Raul Xavier (Supervisor) |
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