Children with SEN, Experimental Teaching of Sciences and Environmental Education: integrative perspective

Cátia Sousa, Olga Santos, Mario Oliveira

Abstract


The purpose of this article is to reveal the activities developed with a small group of students with special educational needs (SEN), belonging to a class of 1st year of primary education, using Experimental Teaching of Sciences methodology and relevant environmental themes, such as the use of drinking water as an increasingly scarce resource, educational domain in which Environmental Education is preponderant. It is intended that students with SEN be the most autonomous and interventional citizens possible in an increasingly complex and consumerist society where the choices of everyone in general, and of each one in particular, can make the di erence in terms of rational use and sustainable use of resources scarce and threatened by human mismanagement. An inclusive school has the function, as an institution, to create conditions for all students to learn together, regardless of di culties and di erences, as recommended by the Salamanca Declaration. Since the theme of water is a compulsory curricular content for all students, a set of practical and experimental activities were developed to help them become aware of the importance of proper water management and the involvement of all to achieve this purpose. Following the participation of the students in these activities, it was veri ed that they were able to make connections with other realities related to the subject, extrapolating to everyday situations.


Keywords


Experimental Teaching of Sciences; Environmental Education; Special Educational Needs

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References


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DOI: https://doi.org/10.17979/ams.2017.23-24.0.3381

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