Atitude dos pais e professores em crianças com dislexia
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2011
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A Educação é um dos elementos essenciais no processo de socialização de qualquer
indivíduo, tendo sempre em vista a sua plena integração. Por esse motivo, todos os cidadãos
devem ter acesso à Educação.
Tendo em conta a evolução da sociedade, o sistema educativo não podem estagnar, daí
a necessidade de fazer emergir novos paradigmas educativos, adequados às necessidades das
sociedades em que vivemos. Para isso é fundamental não esquecer as diversidades existentes
na sociedade. Por este motivo, a escola tem um papel difícil, uma vez que cada vez mais
encontrará uma população heterogénea, à qual terá de saber dar resposta. Esta realidade faz
com que a escola tenha de incluir alunos diferenciados, no que diz respeito às suas
motivações, projectos de vida, competências, meios sócio-culturais de origem e
desenvolvimento sócio-afectivo, este aspecto remete-nos para os princípios da Escola
Inclusiva. Este princípio apela, para uma escola que tenha em atenção a criança - todo, não só
a criança-aluno, e que por conseguinte, respeite três níveis de desenvolvimento essenciais –
académico, socioemocional e pessoal, – de forma a proporcionar-lhe uma educação
apropriada, orientada para a maximização do seu potencial. Este princípio apela, portanto,
para educação inclusiva, que pretende, de um modo geral, que todos os alunos, com as mais
diversas necessidades, possam aprender juntos, que seja dada a atenção necessária ao seu
desenvolvimento, e que se crie um ambiente de verdadeiro sentido de igualdade de
oportunidades. Por todos estes motivos, os inquiridos concordam com a inclusão das crianças
disléxicas no ensino regular, dando importância à socialização e ao contacto/interação entre
todos os pares, independentemente das suas limitações.
Face à inclusão de alunos com NEE é fundamental o papel dos pais e dos professores.
Incluir na sala de aulas alunos com dislexia é um desafio diferente para os docentes. Por este
motivo, a escola, pais e professores devem constituir um espaço mais adequado no qual,
alunos com dislexia deverão encontrar respostas face às suas necessidades.
A elaboração deste trabalho constitui um desafio, face às atitudes dos principais
intervenientes da educação. Sendo professores, em qualquer altura da nossa actividade
profissional podemos deparar-nos com uma criança com Necessidades Educativas Especiais
(NEE), no entanto, nem sempre conseguimos dar resposta. A Educação Especial tem em
conta o facto que alunos diferentes necessitam de necessidades educativas especiais
diferentes. Este trabalho de investigação visa perceber se a atitude dos pais e professores
influencia o desenvolvimento dos filhos e alunos, respectivamente. Para a recolha de
informação, aplicamos 60 questionários a pais e professores e tentamos que a população fosse
a mais diversificada possível. Mas antes da sua aplicação definitiva, realizamos um pré-teste a
15 inquiridos, para verificarmos se este continha alguma anomalia que pudesse ser detetada
antes da sua aplicação e assim poder efetuar a sua validade. Ambos os questionários
continham questões abertas e fechadas.
O trabalho iniciou-se com uma abordagem teórica sobre os aspetos que foram
analisados na segunda parte do mesmo. Sendo assim, nesta abordagem teórica podemos
encontrar algumas considerações sobre a Educação Especial, o funcionamento do cérebro na
leitura e na escrita, este capítulo é importante para melhor compreendermos como funciona o
cérebro na aprendizagem da leitura e da escrita. Seguidamente, foi abordado o tema da
dislexia, desde a sua perspetiva histórica até à avaliação das crianças disléxicas, entre outros
assuntos. O último capítulo fala sobre as componentes das atitudes, bem como a atitude que,
tanto pais como professores devem adoptar em caso de estarem perante crianças com dislexia.
Na segunda parte realizamos uma abordagem à metodologia que foi implementada no
decorrer do trabalho. Na realização deste trabalho foi desenvolvida uma metodologia de
investigação. Após este assunto passamos para a apresentação e análise dos dados obtidos
com a aplicação do inquérito por questionário.
Perante os resultados obtidos podemos concluir que tanto os professores como os pais
conhecem o conceito de dislexia e as principais dificuldades das crianças disléxicas, contudo
é de referir que os professores mencionaram que a maior dificuldade na dislexia é a escrita, o
que não é verdade. As dificuldades na escrita resultam da incapacidade da leitura. Depois de
analisadas as medidas e as ações que ambos os intervenientes na educação praticariam,
podemos concluir que estão corretas. Tanto os pais como os professores ao implementarem as
medidas que referiram estão a contribuir para o pleno desenvolvimento das crianças. Neste
sentido, pais e professores assumem um papel fundamental na conquista de aprendizagens que
contribuam positivamente para o seu desenvolvimento, pois as suas atitudes podem afetar o
desenvolvimento da criança disléxica. Daí a importância de as crianças sentirem o apoio de
ambos as partes, isto contribui para o aumento da sua confiança. É de salientar que tanto os
professores como os pais estão de acordo ao considerar que a inteligência não é afetada nestas
crianças. Estas podem ser inteligentes, para isso necessitam de mais tempo para a assimilação
dos conhecimentos e de estratégias diversificas, nomeadamente, no seu momento de avaliação. A utilização de estratégicas com recursos a materiais estimulantes, contribuem para
o aumento da concentração e participação nas actividades de uma forma mais motivante.
Deste modo, pais e professores devem ter uma atitude activa face a estas crianças, pois
só assim os ajudam e contribuem para o seu sucesso global.
Ambos os participantes no estudo, têm um papel crucial no desenvolvimento
cognitivo, social e afectivo destas crianças. Deste modo, pais e professores devem ter uma
atitude activa, pois só desta forma os ajudam e contribuem para o seu sucesso no seu
desenvolvimento global. De acordo com este princípio, os pais devem estar atentos aos
progressos dos seus filhos, pois quanto mais cedo for diagnosticada a dislexia, mais cedo será
acompanhado, o que é uma mais-valia para a criança. Quando isso não se verifica, cabe aos
professores, como responsáveis pelo ensino da leitura e da escrita estarem atentos às
dificuldades manifestadas pelas crianças, para assim o poder ajudar atempadamente.
É de salientar que estas crianças são tão capazes quanto as outras desde que, o
programa seja ajustado às suas necessidades.
Education is an essential element in the socialization process of any individual, always with a view to full integration. For this reason, all citizens should have access to education. Taking into account the evolution of society, the education system can not stagnate, hence the need to bring out new educational paradigms, appropriate to the needs of societies in which we live. For it is crucial to remember the diversity in society. For this reason, the school has a difficult role, since they find an increasingly heterogeneous population, which will have to find a response. This reality means that the school include students differentiated with respect to their motivations, life projects, skills, socio-cultural origin and socio-emotional development, this issue brings us to the principles of Inclusive School. This principle calls for a school that takes account of the child - everywhere, not just the child-student, and therefore respects three essential levels of development - academic, social-emotional and personal - in order to provide you with an education appropriately oriented to maximize its potential. This principle therefore calls for inclusive education, which aims, in general, that all students with diverse needs, can learn together, be given the necessary attention to its development, and creating an environment of true meaning of equal opportunities. For all these reasons, respondents agree with the inclusion of dyslexic children in mainstream education, with emphasis on socialization and communication / interaction between all pairs, regardless of their limitations. Given the inclusion of pupils with SEN is the role of parents and teachers. Include in the classroom students with dyslexia is a different challenge for teachers. For this reason, the school, parents and teachers should be a more appropriate space in which, students with dyslexia will find answers for its needs. The preparation of this work is a challenge, given the attitudes of key stakeholders in education. As teachers, at any time of our business can be faced with a child with Special Educational Needs (SEN), however, can not always respond. Special Education takes into account the fact that different students need different educational needs. This research aims to understand the attitude of parents and teachers influence the development of children and students, respectively. For the collection of information, we applied 60 questionnaires to parents and teachers who try to be the most diverse population possible. But before its final implementation, we conducted a pretest of 15 respondents to check whether it contained any abnormality that could be detected before they are implemented and thus power to effect its validity. Both questionnaires contained open and closed questions. The work began with a theoretical approach on the aspects that were analyzed in the second part of it. Thus, this theoretical approach we can find some thoughts on Special Education, the functioning of the brain in reading and writing, this chapter is important to better understand how the brain works in reading and writing. It was then brought up the subject of dyslexia, from its historical perspective to the evaluation of dyslexic children, among other issues. The final chapter discusses the components of attitudes, as well as the attitude that both parents and teachers should take in the event that we are facing children with dyslexia. In the second part we performed an approach to the methodology that was implemented during the work. In the present work was developed a research methodology. After we pass this subject for presentation and analysis of data obtained from the application of the survey questionnaire. Given the results we can conclude that both teachers and parents know the concept of dyslexia and the main difficulties of dyslexic children, however it is noted that the teachers mentioned that the greatest difficulty in dyslexia is the writing, which is not true. The difficulty in writing the result of reading disability. After analyzing the measures and actions that both players would practice in education, we can conclude that they are correct. Both parents and teachers to implement the measures that are reported to contribute to the full development of children. In this sense, parents and teachers play a key role in the achievement of learning that contribute positively to their development, because their attitudes may affect the development of dyslexic children. Hence the importance of children feel the support of both parties, this contributes to the increase in their confidence. Note that both teachers and parents agree to consider that intelligence is not affected in these children. These can be intelligent, for this they need more time for assimilation of knowledge and diversification strategies, especially in its time of evaluation. The use of strategic resources with stimulating materials, contribute to the increased concentration and participation in activities in a more motivating. Thus, parents and teachers must have an active attitude in the face of these children, the only way to help and contribute to its overall success. Both participants in the study, have a crucial role in cognitive, social and emotional these children. Thus, parents and teachers must have an active attitude, because only in this way and help them contribute to their success in their overall development. According to this principle, parents should be aware of the progress of their children, because the earlier dyslexia is diagnosed, the sooner will be monitored, which is an asset for the child. When this is not the case, it is for teachers, as responsible for teaching reading and writing are aware of the difficulties experienced by children, so to be able to help in time. It should be noted that these children are as capable as others since, the program is tailored to your needs.
Education is an essential element in the socialization process of any individual, always with a view to full integration. For this reason, all citizens should have access to education. Taking into account the evolution of society, the education system can not stagnate, hence the need to bring out new educational paradigms, appropriate to the needs of societies in which we live. For it is crucial to remember the diversity in society. For this reason, the school has a difficult role, since they find an increasingly heterogeneous population, which will have to find a response. This reality means that the school include students differentiated with respect to their motivations, life projects, skills, socio-cultural origin and socio-emotional development, this issue brings us to the principles of Inclusive School. This principle calls for a school that takes account of the child - everywhere, not just the child-student, and therefore respects three essential levels of development - academic, social-emotional and personal - in order to provide you with an education appropriately oriented to maximize its potential. This principle therefore calls for inclusive education, which aims, in general, that all students with diverse needs, can learn together, be given the necessary attention to its development, and creating an environment of true meaning of equal opportunities. For all these reasons, respondents agree with the inclusion of dyslexic children in mainstream education, with emphasis on socialization and communication / interaction between all pairs, regardless of their limitations. Given the inclusion of pupils with SEN is the role of parents and teachers. Include in the classroom students with dyslexia is a different challenge for teachers. For this reason, the school, parents and teachers should be a more appropriate space in which, students with dyslexia will find answers for its needs. The preparation of this work is a challenge, given the attitudes of key stakeholders in education. As teachers, at any time of our business can be faced with a child with Special Educational Needs (SEN), however, can not always respond. Special Education takes into account the fact that different students need different educational needs. This research aims to understand the attitude of parents and teachers influence the development of children and students, respectively. For the collection of information, we applied 60 questionnaires to parents and teachers who try to be the most diverse population possible. But before its final implementation, we conducted a pretest of 15 respondents to check whether it contained any abnormality that could be detected before they are implemented and thus power to effect its validity. Both questionnaires contained open and closed questions. The work began with a theoretical approach on the aspects that were analyzed in the second part of it. Thus, this theoretical approach we can find some thoughts on Special Education, the functioning of the brain in reading and writing, this chapter is important to better understand how the brain works in reading and writing. It was then brought up the subject of dyslexia, from its historical perspective to the evaluation of dyslexic children, among other issues. The final chapter discusses the components of attitudes, as well as the attitude that both parents and teachers should take in the event that we are facing children with dyslexia. In the second part we performed an approach to the methodology that was implemented during the work. In the present work was developed a research methodology. After we pass this subject for presentation and analysis of data obtained from the application of the survey questionnaire. Given the results we can conclude that both teachers and parents know the concept of dyslexia and the main difficulties of dyslexic children, however it is noted that the teachers mentioned that the greatest difficulty in dyslexia is the writing, which is not true. The difficulty in writing the result of reading disability. After analyzing the measures and actions that both players would practice in education, we can conclude that they are correct. Both parents and teachers to implement the measures that are reported to contribute to the full development of children. In this sense, parents and teachers play a key role in the achievement of learning that contribute positively to their development, because their attitudes may affect the development of dyslexic children. Hence the importance of children feel the support of both parties, this contributes to the increase in their confidence. Note that both teachers and parents agree to consider that intelligence is not affected in these children. These can be intelligent, for this they need more time for assimilation of knowledge and diversification strategies, especially in its time of evaluation. The use of strategic resources with stimulating materials, contribute to the increased concentration and participation in activities in a more motivating. Thus, parents and teachers must have an active attitude in the face of these children, the only way to help and contribute to its overall success. Both participants in the study, have a crucial role in cognitive, social and emotional these children. Thus, parents and teachers must have an active attitude, because only in this way and help them contribute to their success in their overall development. According to this principle, parents should be aware of the progress of their children, because the earlier dyslexia is diagnosed, the sooner will be monitored, which is an asset for the child. When this is not the case, it is for teachers, as responsible for teaching reading and writing are aware of the difficulties experienced by children, so to be able to help in time. It should be noted that these children are as capable as others since, the program is tailored to your needs.
Descrição
Orientação: Rafael Silva Pereira
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, DISLEXIA, NECESSIDADES EDUCATIVAS ESPECIAIS, ATITUDES, EDUCATION, SPECIAL EDUCATION, DYSLEXIA, SPECIAL EDUCATIONAL NEEDS, ATITTUDES