Barreiras e facilitadores no processo de aprendizagem de alunos com dificuldades específicas de aprendizagem ao nível da escrita : relato de professores titulares de turma do 1.º CEB, professores de Educação Especial e Psicomotricista
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2022
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Em Portugal, estima-se que 5% a 15% de alunos em idade escolar são diagnosticados com
dificuldades específicas de aprendizagem, uma perturbação específica numa determinada
área que engloba características muito particulares e que se distinguem, como a dislexia, a
disortografia, a disgrafia e a discalculia. O Decreto-Lei n.º 54/2018, de 6 de Julho, trouxe
medidas de suporte à aprendizagem e inclusão, centradas nas necessidades dos alunos e,
consequentemente, na acomodação do currículo. No entanto, a comunidade escolar ainda
encontra dificuldades, no sentido de dar apoio a alunos com DEA. O presente estudo
pretendeu verificar, através da realização de entrevistas semiestruturadas, que barreiras e
facilitadores enfrentam Professores Titulares de Turma do 1.º CEB, Professores de Educação
Especial e Psicomotricista no processo de aprendizagem da escrita de alunos com DEA e
conhecer como foi feita a sua intervenção. As respostas demonstraram que a escola, a gestão
parental e as características do próprio aluno foram as barreiras mais destacadas e os
principais facilitadores foram a atuação da EMAEI e da direção escolar. Em termos de
intervenção, as práticas que mais se evidenciaram foram canalizadas para a consciência
fonológica.
In Portugal, it is estimated that 5% to 15% of school-age students are diagnosed with specific learning disabilities, a specific disorder in a particular area which includes very particular and distinguishing characteristics, such as dyslexia, dysorthography, dysgraphia and dyscalculia. The Decree-Law No. 54/2018, of July 6th, brought measures to support learning and inclusion, focused on the needs of students and, consequently, on the accommodation of the curriculum. However, the school community still find difficulties, in the sense of providing support to students with SLD. This study aimed to verify, through semi-structured interviews, the barriers and facilitators faced by Primary School Classroom Teachers, Special Education Teachers and Psychomotricist in the process of learning to write by students with SLD and to know how their intervention was made. The answers showed that the school, parental management and the student's own characteristics were the most highlighted barriers, and the main facilitators were the performance of EMAEI and the school management. In terms of intervention, the practices that stood out the most were channeled towards phonological awareness.
In Portugal, it is estimated that 5% to 15% of school-age students are diagnosed with specific learning disabilities, a specific disorder in a particular area which includes very particular and distinguishing characteristics, such as dyslexia, dysorthography, dysgraphia and dyscalculia. The Decree-Law No. 54/2018, of July 6th, brought measures to support learning and inclusion, focused on the needs of students and, consequently, on the accommodation of the curriculum. However, the school community still find difficulties, in the sense of providing support to students with SLD. This study aimed to verify, through semi-structured interviews, the barriers and facilitators faced by Primary School Classroom Teachers, Special Education Teachers and Psychomotricist in the process of learning to write by students with SLD and to know how their intervention was made. The answers showed that the school, parental management and the student's own characteristics were the most highlighted barriers, and the main facilitators were the performance of EMAEI and the school management. In terms of intervention, the practices that stood out the most were channeled towards phonological awareness.
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Orientação: Luzia Mara Silva Lima-Rodrigues
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, DIFICULDADES DE APRENDIZAGEM, DISLEXIA, DISORTOGRAFIA, ESCRITA, EDUCATION, INCLUSIVE EDUCATION, LEARNING DISABILITIES, DYSLEXIA, DYSORTHOGRAPHIA, WRITING