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Authors
Advisor(s)
Abstract(s)
A Educação inclusiva considera que todas as crianças têm direito à educação,
independentemente das suas características, dificuldades e ritmos de aprendizagem.
Sendo que a sala de aula é considerado o local privilegiado para o ensino de todas as
crianças, incluindo as crianças com Necessidades Educativas Especiais, é necessário
questionarmos as práticas pedagógicas tradicionais, no sentido de podermos trabalhar
com estas crianças de uma forma inclusiva.
O presente trabalho incide sobre o efeito de algumas estratégias no
desenvolvimento, autonomia e motivação na aprendizagem da leitura, em duas crianças
com graves dificuldades de aprendizagem.
Desta forma, formulámos três questões que serviram de fio condutor do projeto a
desenvolver: “ Será que as estratégias implementadas influenciam a competência na
leitura?”, “ Será que as estratégias implementadas influenciam a motivação na
aprendizagem da leitura?” e “ Será que as estratégias implementadas influenciam a
autonomia na aprendizagem da leitura?”.
Neste sentido, o objetivo principal do projeto é contribuir para o
desenvolvimento da leitura e promover a autonomia e a motivação na aprendizagem
desta competência em dois alunos com problemas graves de aprendizagem.
Organizou-se assim um projeto de intervenção, numa perspetiva de
investigação-ação. Inicialmente, procedeu-se à observação e análise dos produtos
relativos às competências de leitura e à elaboração de um teste. Foi feita uma reflexão
sobre as estratégias que estavam a ser aplicadas pela professora titular e planificaram-se
estratégias alternativas às primeiras.
Durante o processo, implementaram-se novas estratégias e recolheram-se dados
relativos aos comportamentos dos alunos durante as atividades de leitura. No final
aplicou-se novamente um teste de leitura, com o intuito de verificar os resultados das
estratégias aplicadas. Foi também feita uma entrevista à professora titular de turma.
Em conclusão, e como resposta às questões de partida, foi possível perceber que
o trabalho desenvolvido contribuiu de forma positiva para o desenvolvimento da leitura,
bem como promoveu a autonomia e a motivação no processo de aprendizagem desta
competência.
Abstract Inclusion in education believes that every child have the right of education, regardless of their particulars, difficulties and pace of learning. Since classroom is the main place to teach children, including children with Special Educational Needs, we need to ask ourselves about the traditional teaching, in order to work with these children in an inclusive way. This work focuses on the effect of some strategies on development, autonomy and motivation in learning to read. The projects works with two children with several learning difficulties. Thereby, we formulated three questions that followed us in the project: “Does the implemented strategies influence the ability to read?”, “Does the implemented strategies influence the motivation in learning to read?” and “Does the implemented strategies influence the autonomy in learning to read?” Therefore, the main goal of the project is to contribute to reading development and promote autonomy and motivation in learning that competence. The project works with two children with several learning difficulties. An intervention project with an “investigation and action” perspective was organized. Initially, the project proceeded with the observation and analysis of products related to reading competences and a test. The project reflected on strategies that were being applied by the teacher and alternative strategies were planned. During the process, new strategies were implemented. New data was collected on the student’s behavior during learning activities. In the end, the students did another reading test trying to verify the results and applied strategies. A interview with the professor was also done. In the end, it was understandable that this work contributed in a positive way on learning development, as well as the autonomy and motivation in this competence learning procedure.
Abstract Inclusion in education believes that every child have the right of education, regardless of their particulars, difficulties and pace of learning. Since classroom is the main place to teach children, including children with Special Educational Needs, we need to ask ourselves about the traditional teaching, in order to work with these children in an inclusive way. This work focuses on the effect of some strategies on development, autonomy and motivation in learning to read. The projects works with two children with several learning difficulties. Thereby, we formulated three questions that followed us in the project: “Does the implemented strategies influence the ability to read?”, “Does the implemented strategies influence the motivation in learning to read?” and “Does the implemented strategies influence the autonomy in learning to read?” Therefore, the main goal of the project is to contribute to reading development and promote autonomy and motivation in learning that competence. The project works with two children with several learning difficulties. An intervention project with an “investigation and action” perspective was organized. Initially, the project proceeded with the observation and analysis of products related to reading competences and a test. The project reflected on strategies that were being applied by the teacher and alternative strategies were planned. During the process, new strategies were implemented. New data was collected on the student’s behavior during learning activities. In the end, the students did another reading test trying to verify the results and applied strategies. A interview with the professor was also done. In the end, it was understandable that this work contributed in a positive way on learning development, as well as the autonomy and motivation in this competence learning procedure.
Description
Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa
para obtenção de grau de mestre em Educação Especial,
especialidade em Multideficiência
Keywords
Ensino da leitura Necessidades educativas especiais Deficiência Intelectual Inclusão Teaching lectures Special educational needs Intellectual and development deficit Inclusion
Citation
Araújo, J. F. A. (2014). O desenvolvimento da leitura em crianças com dificuldades graves de aprendizagem [Dissertação de mestrado] Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa, Lisboa