Perturbações de aprendizagem específicas com défice na leitura : práticas pedagógicas com alunos do 1.º Ciclo do Ensino Básico
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2022
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A Perturbação de Aprendizagem Especifica com Défice na Leitura (PAE-DL)
representa as dificuldades persistentes e incapacitantes na aprendizagem de competências
básicas na leitura. É urgente ajudar os alunos com esta perturbação, de modo a garantir a sua
inclusão em contexto escolar. O conhecimento de diferentes estratégias e recursos utilizados
pelos professores no ensino da leitura revela-se essencial para a difusão de boas práticas de
intervenção com todos os alunos e, principalmente, aqueles que apresentam maiores
dificuldades. Este trabalho tem como objetivo conhecer as práticas pedagógicas relatadas pelos
docentes, ao nível do ensino da leitura, com quatro alunos com PAE-DL incluídos em turmas
do 1.º Ciclo do Ensino Básico. Para proceder ao estudo optou-se por uma investigação
qualitativa, com enfoque nas perceções que os docentes têm sobre as suas práticas. A entrevista
semiestruturada foi o instrumento utilizado. No final deste trabalho concluiu-se que é possível
ultrapassar as barreiras das PAE-DL através de estratégias e recursos adequados, aliados à
cooperação entre todos os intervenientes neste processo, desde os profissionais da educação aos
pais e encarregados da educação. É importante os professores estarem cientes desta
problemática para uma intervenção eficaz, de modo a minimizar estas dificuldades de
aprendizagem.
Specific Learning Disorder with Reading Deficit (PAE-DL) represents persistent and disabling difficulties in learning basic reading skills. It is urgent to help students with this disorder, in order to guarantee their inclusion in the school context. Knowledge of different strategies and resources used by teachers in teaching reading is essential for the dissemination of good intervention practices with all students and, especially, those who have greater difficulties. This work aims to know the pedagogical practices reported by teachers, at the level of teaching reading, with four students with PAE-DL included in classes of the 1st Cycle of Basic Education. In order to carry out the study, a qualitative investigation was chosen, focusing on the perceptions that teachers have about their practices. The semi-structured interview was the instrument used. At the end of this work, it was concluded that it is possible to overcome the barriers of PAE-DL through appropriate strategies and resources, combined with cooperation between all those involved in this process, from education professionals to parents and guardians. It is important for teachers to be aware of this problem for an effective intervention, in order to minimize these learning difficulties.
Specific Learning Disorder with Reading Deficit (PAE-DL) represents persistent and disabling difficulties in learning basic reading skills. It is urgent to help students with this disorder, in order to guarantee their inclusion in the school context. Knowledge of different strategies and resources used by teachers in teaching reading is essential for the dissemination of good intervention practices with all students and, especially, those who have greater difficulties. This work aims to know the pedagogical practices reported by teachers, at the level of teaching reading, with four students with PAE-DL included in classes of the 1st Cycle of Basic Education. In order to carry out the study, a qualitative investigation was chosen, focusing on the perceptions that teachers have about their practices. The semi-structured interview was the instrument used. At the end of this work, it was concluded that it is possible to overcome the barriers of PAE-DL through appropriate strategies and resources, combined with cooperation between all those involved in this process, from education professionals to parents and guardians. It is important for teachers to be aware of this problem for an effective intervention, in order to minimize these learning difficulties.
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Orientação: Luzia Mara Silva Lima-Rodrigues
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, DIFICULDADES DE APRENDIZAGEM, LEITURA, ESTRATÉGIAS DE ENSINO, EDUCATION, INCLUSIVE EDUCATION, LEARNING DISABILITIES, READING, TEACHING STRATEGIES