Oralidade, leitura e escrita numa criança com défice cognitivo
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2011
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Este projecto de intervenção, fundamentado na investigação/acção, teve como
objectivo melhorar a oralidade, leitura e escrita funcionais numa aluna com Défice cognitivo
moderado e, consequentemente, promover a sua inclusão em contexto escolar, bem como
desenvolver nos restantes colegas atitudes de entreajuda, respeito e cooperação. Decorreu de
Fevereiro de 2009 até Junho do mesmo ano.
“B” é o nome fictício da aluna em estudo que, aquando a nossa intervenção,
frequentava o 3º ano do 1º ciclo numa escola pública.
A escolha da questão de partida prendeu-se com a emergência de dar resposta à
necessidade que os pais, professores e a criança em questão tinham para que esta
desenvolvesse competências de leitura, expressão oral e escrita
O enquadramento teórico teve como objectivo facilitar a compreensão da
intervenção.
Para recolher informações sobre a “B” e sobre os contextos em que a mesma estava
inserida, utilizámos como suporte metodológico, a pesquisa documental, o teste sociométrico,
as entrevistas semi-directivas à professora de turma e à professora de Educação Especial, a
observação naturalista e questionários à mãe da aluna.
Foi feito um trabalho conjunto com a professora do ensino regular, com a professora
de educação especial e com os pais, no sentido de delinear as estratégias/actividades mais
benéficas, de modo a dar resposta às competências a desenvolver com a aluna.
No fim da nossa intervenção, em Junho de 2009, esta já sabia escrever o seu nome
sem modelo, desenvolveu o vocabulário e melhorou a construção frásica oral. Ao seu ritmo,
envolveu-se mais nas actividades da sala de aula. Na aquisição de conceitos e competências,
estas tiveram de ser muito simples, reais e concretas para que fossem adquiridas e aplicadas.
No entanto, ainda tinha dificuldade em concentrar a atenção sem ajuda. No que diz respeito ao
desenvolvimento da linguagem, o discurso utilizado pela “B” melhorou significativamente,
passando a construir frases simples com linguagem mais perceptiva, apesar de comunicar com
frases curtas e com pouca expressividade.
This intervention project, based on research / action, was aimed to improve speaking, reading and writing skills in a functional student with moderate cognitive deficit, promote her inclusion in the school context and develop mutual help, respect and cooperation in her classmates attitudes. It ran from February until June, 2009."B" is the fictional name of the student in this study that during our intervention, attended the 3rd year of Primary school in a public school. The choice of the starting point had to do with the urgency of answering the parents, teachers and the child needs in what concerns the development of the reading, writing and speaking skills. The theoretical framework was aimed to facilitate understanding of the intervention. To gather information about "B" and the contexts in which she was placed, it was used, as a methodological support, research documents, the sociometric test, the semidirective interviews to the class teacher and the Special Education teacher, the naturalist observation and the questionnaires to the student’s mother. Team work was done with the class teacher, the Special Education teacher and the parents, to outline the strategies / activities most beneficial, in order to establish the skills to be developed with the student. At the end of our intervention in June 2009, she could already write her name without a model, had developed and improved vocabulary oral sentence construction. At her own pace, she became more involved in the classroom activities. Concepts and skills acquisition had to be very simple, real and concrete to be acquired and applied. However, she still had some difficulty in focusing attention without help. What concerns language development, “B” has improved significantly from the simple sentences in more perceptive language, although she still communicates with short sentences and with little expression.
This intervention project, based on research / action, was aimed to improve speaking, reading and writing skills in a functional student with moderate cognitive deficit, promote her inclusion in the school context and develop mutual help, respect and cooperation in her classmates attitudes. It ran from February until June, 2009."B" is the fictional name of the student in this study that during our intervention, attended the 3rd year of Primary school in a public school. The choice of the starting point had to do with the urgency of answering the parents, teachers and the child needs in what concerns the development of the reading, writing and speaking skills. The theoretical framework was aimed to facilitate understanding of the intervention. To gather information about "B" and the contexts in which she was placed, it was used, as a methodological support, research documents, the sociometric test, the semidirective interviews to the class teacher and the Special Education teacher, the naturalist observation and the questionnaires to the student’s mother. Team work was done with the class teacher, the Special Education teacher and the parents, to outline the strategies / activities most beneficial, in order to establish the skills to be developed with the student. At the end of our intervention in June 2009, she could already write her name without a model, had developed and improved vocabulary oral sentence construction. At her own pace, she became more involved in the classroom activities. Concepts and skills acquisition had to be very simple, real and concrete to be acquired and applied. However, she still had some difficulty in focusing attention without help. What concerns language development, “B” has improved significantly from the simple sentences in more perceptive language, although she still communicates with short sentences and with little expression.
Descrição
Orientação: Maria Odete Emygdio da Silva
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, INCLUSÃO SOCIAL, COOPERAÇÃO, DÉFICE COGNITIVO, COMPETÊNCIAS SOCIAIS, EDUCATION, SPECIAL EDUCATION, SOCIAL INCLUSION, COOPERATION, COGNITIVE DEFICIT, SOCIAL SKILLS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR