Encourage Student Participation in The Process of Skill Development
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ScribdTranslationsEncourage Student Participation in The Process of Skill Development
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ScribdTranslationsPROJECT OF SPECIALIZED EDUCATIONAL ATTENDANCE.
(AEE)
EMEF
School Year
TEACHER:
EDUCATIONAL SERVICE PROJECT
SPECIALIZED. (AEE)
I- Justification
This project is justified by the understanding of monitoring actions.
the assistance to students with special educational needs,
enrolled in this School, as integrated into educational actions and inserted in
curricular construction of the Educational Unit, with the commitment to reverse the situation
of school exclusion caused by physical, sensory, and intellectual limitations
students and the precarious opportunities for assistance for their respective families.
The actions of Educational Assistance comprise continuous and coordinated work.
from the teacher in question with the other teachers, during planning moments,
study, analysis and development of proposals for pedagogical intervention, mediated by
Pedagogical Coordination.
II- OBJECTIVES
Encourage student participation in the process of skill development
motor skills, perception, memory, language, arithmetic and conceptualization, through
of pedagogical interventions that assist in the development of reading skills,
writing and mathematical logical reasoning.
III - ACTIONS
• Elaborate, develop and record all stages of the project 'Service'
Specialized Education
moments of educational action, considering the interests and needs of
students' learning.
• Develop actions for Specialized Educational Attendance in conjunction with the
Regular class teachers, focusing on an integrated action in favor
of these students' learning.
• Propose the reorganization of times and spaces, at different times and
educational environments, in order to promote educational action, the integration of
groups and the attention to the specificities of the students.
• Participate in the study, analysis, and preparation of proposals for the intervention
necessary pedagogy, together with the Pedagogical Coordinators of
Unity is with the collective of Teachers;
• Organize a weekly work proposal, establishing schedules for
support for students and their families for monitoring, support and
guidance;
• Encourage and control the attendance of students and, in case of their absences,
request justification from parents or guardians.
• Analysis, discussion, and systematization of actions as constitutive of practice
educational;
• Development of systematic forms of recording and monitoring of practice
educational.
• Promote a systematic and ongoing evaluation of the Service Process
Specialized for the students served.
• Stimulate the frequency and participation of students in the proposed activities.
AEE.
• Utilize the different resources and spaces available in the School Unit.
• Define pedagogical interventions, during classes, necessary for overcoming the
difficulties detected from significant, diverse activities and
specific to the cycle of Fundamental Education, such as: oral language, writing,
reading, logical mathematical reasoning and the dynamics of kinesthetic intelligence
motor, in addition to the interpretation of diverse texts and their bearers
social.
• Integrate parents and guardians into the work developed in AEE, seeking
participation and collaboration in the frequency and monitoring of activities of
students attended.
• Propose strategies that favor students the opportunity to build
basic skills, facilitating cognitive development, through
identification of possible pedagogical problems and barriers, through
individualized records of evaluations carried out during the services,
providing the student with the appropriation of a rich learning environment,
enhancing the natural abilities of each child.
METHODOLOGICAL PROCEDURES
• Starting from the work of building the different types of skills:
observação, conhecimento, compreensão, comparação, separação, reunião,
consultation, conference and social skills, I will act as a mediator of the process
for the construction and improvement of writing and reading skills, through
of games and playful activities, making use of different possible languages.
• Organization of monthly and/or bimonthly projects, aiming at development of
physical skills, perceptual motor skills, attention, concentration, location
specific spaces for good social, emotional, and educational performance
students, contextualized with themes addressed in the School's Pedagogical Project.
• Resizing of the actions of Specialized Educational Service,
starting from the needs that arise during the interventions
pedagogical proposals and the needs pointed out by the Teachers of
involved students.
III- RESOURCES
• Computer Room, Literature Room, Hall, Court, Patios and others
dependencies of the school unit, with all available resources: games,
books, school supplies and educational toys.
IV- EVALUATION
The evaluation of the students will be conducted through periodic surveys, through the
observation of pedagogical and social performances in the execution of activities
proposals.
The evaluation of the AEE project will be carried out by the School Team verifying the
functionality of it, in relation to the students served.
V- BIBLIOGRAPHIC REFERENCES
• FERREIRO Emília. Reflections on Literacy.
• GARCIA, Regina Leite. Literacy of students from popular classes. São
Paulo, Cortez.
• LAJOLO, Marisa. From the world of reading to the reading of the world. São Paulo,
Attica, 2001.
• WEISZ, Telma. The dialogue between teaching and learning. São Paulo, Publisher
Attica, 2001.
• FRUG, Chrystiane Simões. Motor Education for people with disabilities.
Plexus Publisher, 2001.
• ANTUNES, Celso. Working Skills - Building Ideas. Publisher
Scipione, 2002.
• LORENZINI, Marlene V.. Playing the game with the disabled child:
new therapeutic directions. Manole Publisher, 2002.
• PICO, L. and VAYER, P.. Psychomotor Education and Mental Retardation - 4th edition.
Manole Editora Ltda., 1988.
• WADSWORTH, Barry J. . Piaget for the Preschool and 1st Grade Teacher - 3rd
edition. Pioneering Library of Social Sciences, 1989.