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Authors
Advisor(s)
Abstract(s)
O presente projeto pretende, por um lado, avaliar o impacto que um programa de intervenção, especificamente orientado para o desenvolvimento da consciência fonológica, tem numa criança com diagnóstico de Perturbação do Desenvolvimento da Linguagem e, por outro, analisar o modelo de articulação estabelecido entre a professora de 1.º Ciclo e a terapeuta da fala no decorrer dessa intervenção.
Neste âmbito, desenvolveu-se um estudo de caso, de natureza qualitativa, que contemplou três fases: avaliação pré-intervenção; intervenção de dezoito sessões, realizada pela professora titular de turma e pela terapeuta da fala; e avaliação pós-intervenção.
O programa de intervenção, que teve como base os programas de Freitas, Alves e Costa (2007) e de Alves (2014), recorreu a duas modalidades de trabalho: sessões individuais (com terapeuta da fala ou com a professora) e sessões em grande grupo (em contexto de sala de aula) e teve como objetivo desenvolver atividades que proporcionassem a estabilização do conhecimento fonológico relativamente às propriedades fonológicas em que o aluno em estudo apresentava dificuldades: (i) vozeamento; (ii) ponto de articulação; (iii) modo de articulação.
Após a aplicação do programa de intervenção, verificou-se uma evolução positiva do aluno no que diz respeito à consciência fonológica, consciência morfológica e à competência ortográfica.
De igual modo, a intervenção e a comunicação articuladas entre a terapeuta da fala e a professora titular percecionadas como uma mais valia por todos os participantes da intervenção.
Pode-se, assim, concluir que a aplicação do programa promoveu, de um modo geral, a melhoria da capacidade linguística da criança em estudo, demonstrando a sua eficácia.
Abstract On one hand, the purpose of this study is to evaluate the impact of an intervention program, specifically oriented to the development of phonological awareness, on a child with a Language Development Disorder diagnosis and, on the other hand, to analyse the articulation model established between the teacher and the speech therapist in the course of this intervention. A case study was carried out, of a qualitative nature, divided into three phases: pre-intervention evaluation; intervention of eighteen sessions, performed by the class teacher and the speech therapist, and finally, post-intervention evaluation. The intervention program, based on the programs of Freitas, Alves & Costa (2007) and Alves (2014), occurred at different moments: individually (in speech therapy or classroom sessions with the teacher) and in a large group (in classroom context) and focused on developing activities that would provide phonological knowledge stabilization in relation to the phonological properties in which the student under study presented difficulties: (i) voicing, (ii) point of articulation and (iii) mode of articulation. After applying the intervention program there was a positive evolution of the student, with regard to phonological awareness, morphological awareness and orthographic competence. Also, the intervention and communication between the speech therapist and the class teacher was seen as a plus for all participants in the intervention. It can therefore be concluded that the program implementation has generally improved the linguistic ability of the child under study, demonstrating its effectiveness.
Abstract On one hand, the purpose of this study is to evaluate the impact of an intervention program, specifically oriented to the development of phonological awareness, on a child with a Language Development Disorder diagnosis and, on the other hand, to analyse the articulation model established between the teacher and the speech therapist in the course of this intervention. A case study was carried out, of a qualitative nature, divided into three phases: pre-intervention evaluation; intervention of eighteen sessions, performed by the class teacher and the speech therapist, and finally, post-intervention evaluation. The intervention program, based on the programs of Freitas, Alves & Costa (2007) and Alves (2014), occurred at different moments: individually (in speech therapy or classroom sessions with the teacher) and in a large group (in classroom context) and focused on developing activities that would provide phonological knowledge stabilization in relation to the phonological properties in which the student under study presented difficulties: (i) voicing, (ii) point of articulation and (iii) mode of articulation. After applying the intervention program there was a positive evolution of the student, with regard to phonological awareness, morphological awareness and orthographic competence. Also, the intervention and communication between the speech therapist and the class teacher was seen as a plus for all participants in the intervention. It can therefore be concluded that the program implementation has generally improved the linguistic ability of the child under study, demonstrating its effectiveness.
Description
Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Didática da Língua Portuguesa
Keywords
Perturbação do desenvolvimento da linguagem 1.º ciclo do ensino básico Terapia da fala Consciência fonológica Educação inclusiva Language development disorder Phonological awareness Inclusive education Primary education
Citation
Ribeiro, D. A. R. (2019). A articulação entre professor e terapeuta da fala na intervenção com criança com perturbação do desenvolvimento de linguagem (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9899