Integracion social

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EDUCATIONAL LEADERSHIP PROGRAM

HILTON/PERKINS PROGRAM PERKINS SCHOOL FOR THE BLIND
MASSACHUSETTS – U.S.A

CLASS 2000-2001

DEVELOPING A FUNCTIONAL ECOLOGICAL CURRICULUM FOR A PROGRAM OF CHILDREN AND YOUTH WHO ARE DEAFBLIND IN BRAZIL

MARIA APARECIDA ( NINA) CORMEDI

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I – INTRODUCTION

Planning an educational curriculum for a deafblind children program is a complex taskwhen we consider different modes of communication, needs and abilities of each student. In relation to curriculum, for deafblind students we can find a lot of suggestions about activities in different books, but the professional who is working with deafblind person faces the challenger every day: how to select, how to choose the best activities in accordance with the student’s and parent’s needs anddesires. The purpose of this project is to discuss how to develop a curriculum model for the deafblind program of ADefAV – Associação para Deficientes da Audio-Visão, - São Paulo, Brazil, today assisting 90 students, but with the possibility to give assistance for 120 students in three years. So, the objective is to help the ADefAV’s professionals how to elaborate activities, how to plan the nextsteps and how to organize students groups within a functional and ecological approach. This project has a theoretical and practical part. First, we describe the philosophy about communication, functional and ecological approaches, working with the parents and transdisciplinary team development. Second, we discuss curriculum domain areas and finally how to develop the planning with parents andprofessionals. As far as the practical part is concerned we add models on planning individual and group

activities, learning styles as well as a communication maps and model of ADefAV’s Bulletin. In addition, another objective is to make possible a wide discussion about curriculum, in order to strengthen deafblind education in Brazil.

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ACKNOWLEDGEMENT

To OPHÉLIA BASSETO, my friend (inmemoriam).

To ALL STUDENTS, PARENTS AND PROFESSIONALS from ADefAV – Associação para deficientes da AudioVisão, my biggest and best teachers, for 17 years…

To HILTON PERKINS PROGRAM, which made possible my experience in Perkins School for the Blind, particularly, Mr. MICHAEL COLLINS, Director of Hilton Perkins Program and Mr. STEVE PERREAULT, Consultant, the person who gave me the best andbiggest incentive.

To Mr. CAFER BARKUS, Supervisor of Educational Leadership Program, for everything I learned from him.

To GRACIELA FERIOLI, MARIA BOVE, DEBBIE GLEASON, BARBARA McLETCHIE and ELIZABETH GOMPPELS, for their friendship and encouragement.

TO PERKIN’S STUDENTS and STAFF, I learned very much from them, especially Carol Crook. To my colleagues in ELP: Aree, Armi, Carmen, Diba, Mira,Monika, Saji and Sandra.

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CONSTRUYENDO UN CURRÍCULO FUNCIONAL Y ECOLÓGICO PARA UN PROGRAMA DE SORDOCIEGOS EN BRASIL

Índice I - INTRODUCCIÓN II - JUSTIFICACIÓN II.A - Histórico II.B - Datos de los Alumnos III - UN PROGRAMA FUNCIONAL Y ECOLÓGICO PARA SORDOCIEGOS III.A - Filosofía III.B - Comunicación III.C - Modelo Funcional y Ecológico III.D - El procedimiento transdisciplinario III.E -Asistencia Individual y Asistencia Grupal IV - CURRÍCULO FUNCIONAL Y ECOLÓGICO IV.A - Modelos Curriculares IV.B - Las Características de los Modelos IV.B 1 - Beneficios del Currículo IV.B 2 - Limitaciones del Currículo V - COMPONENTES DE UN CURRÍCULO FUNCIONAL V.A - Áreas de Domínio V.B – Materiales y Actividades Apropiados a cada Edad V.C - Actividades Funcionales y Significativas V.D -Preferencias de los Padres o de las Personas a Cargo V.E - Preferencias y Elección de losAlumnos V.F - Clases en Ambientes Naturales V.G - Participación Parcial V.H - Integración con Personas sin Discapacidades VI - DESCRIPCIÓN DE LAS ÁREAS DE DOMINIO DEL CURRÍCULO VI.A - Vida Diaria Independiente VI.B - Actividades Prevocacionales y de Trabajo VI.C - Recreo y Distracciones VI.D - Vida Comunitaria VI.E...