A utilização do computador, como ajuda técnica, para estimular e reforçar as aprendizagens de um aluno com necessidades educativas especiais, na aprendizagem da leitura e da escrita
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2011
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Este projecto de intervenção fundamentado nos pressuspostos e nos procedimentos da investigação-acção, centrou-se na utilização do computador, como ajuda técnica, e teve como objectivo estimular e reforçar as aprendizagens de um aluno com necessidades educativas especiais, na aprendizagem da leitura e da escrita, no âmbito da língua portuguesa e da socialização, em ambiente inclusivo.
E foi a letra que utilizámos para identificar o aluno, que apresentava dificuldades de aprendizagem na leitura e na escrita, frequentava o 4º Ano, embora, de acordo com a sua professora, estivesse ao nível do 2º ano.
Como as interacções na turma e com a turma são essenciais para a aprendizagem de todos, propusemo-nos implementar actividades específicas para o desenvolvimento da aprendizagem da leitura e da escrita de todos os alunos do turma e, particularmente, do aluno E, favorecendo as competências sociais de todos os alunos.
Os objectivos definidos para o aluno E, bem como as actividades realizadas tendo o computador como recurso, permitiram-lhe fazer aprendizagens significativas nas competências académicas, tanto na leitura como na escrita.
As actividades realizadas na sala de aula, permitiram que o aluno E se interessasse e conseguisse fazer parte das mesmas e principalmente da aprendizagem. Como tal foram usadas em sala de aula, abrangendo a turma numa aprendizagem conjunta e não diferenciada.
Consideramos que esta intervenção permitiu uma mais-valia no nosso percurso e enriquecimento pessoal e profissional, consciencializando-nos para a importância de continuarmos a desenvolver estratégias que favoreçam sempre aprendizagens inclusivas para os alunos, não só com dificuldades de aprendizagem mas para todos os alunos com ou sem necessidades educativas especiais.
This intervention project based on the assumptions and procedures of the actionresearch, focused in the use of the computer, as technique aids, and had as objective to stimulate and to strengthen the learnings of a student with special educative needs, in the learning of reading and writing, in the scope of the portuguese language and the socialization, in inclusive environment. E was the letter that we used to identify the student, who presented difficulties of learning in reading and writing; he attended the 4th year, although he was at level of 2nd year, according to his teacher. As the interactions in the class and with the class are essential for the students learning, we decided to implement specific activities for the development of the learning of reading and writing of all the students of this class and, particularly, of that student, improving the social abilities of all the students. The defined aims for the student and, as well as the carried through activities having the computer as a resource, allowed him to make significant learnings in the academic abilities, both in the reading as in the writing. The activities carried through in the classroom allowed that the student showed interest and obtained to be part of the same ones and mainly in the learning. So the activities were used in classroom including the group in a joint and not differentiated learning. We consider that this intervention allowed to one more value in our personal and professional enrichment, making us more aware of importance to continuing to develop strategies that always favor inclusive learnings for the students, not only with difficulties of learning but for all the students with or without special educative needs.
This intervention project based on the assumptions and procedures of the actionresearch, focused in the use of the computer, as technique aids, and had as objective to stimulate and to strengthen the learnings of a student with special educative needs, in the learning of reading and writing, in the scope of the portuguese language and the socialization, in inclusive environment. E was the letter that we used to identify the student, who presented difficulties of learning in reading and writing; he attended the 4th year, although he was at level of 2nd year, according to his teacher. As the interactions in the class and with the class are essential for the students learning, we decided to implement specific activities for the development of the learning of reading and writing of all the students of this class and, particularly, of that student, improving the social abilities of all the students. The defined aims for the student and, as well as the carried through activities having the computer as a resource, allowed him to make significant learnings in the academic abilities, both in the reading as in the writing. The activities carried through in the classroom allowed that the student showed interest and obtained to be part of the same ones and mainly in the learning. So the activities were used in classroom including the group in a joint and not differentiated learning. We consider that this intervention allowed to one more value in our personal and professional enrichment, making us more aware of importance to continuing to develop strategies that always favor inclusive learnings for the students, not only with difficulties of learning but for all the students with or without special educative needs.
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Orientação: Maria Odete Emygdio da Silva
Palavras-chave
EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, DIFICULDADES DE APRENDIZAGEM, LEARNING DISABILITIES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, COMPUTADORES, COMPUTERS, INVESTIGAÇÃO-AÇÃO, ACTION RESEARCH