Programa de Pós-Graduação em Educação Inclusiva - PROFEI

URI Permanente para esta coleção

https://repositorio.unespar.edu.br/handle/123456789/105

Navegar

Navegando Programa de Pós-Graduação em Educação Inclusiva - PROFEI por Assunto "Crianças com deficiência intelectual"

Agora exibindo 1 - 1 de 1
  • Nenhuma Miniatura disponível
    Item
    Estratégias inclusivas para alfabetização de crianças com Deficiência Intelectual
    (Universidade Estadual do Paraná, 2003-10-24) Brill, Samanta Jander Chimene; Bondezan, Andreia Nakamura; https://lattes.cnpq.br/9661846112727279; https://lattes.cnpq.br/2442686613069038; Bondezan, Andreia Nakamura; https://lattes.cnpq.br/9661846112727279; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; Klaus, Vanessa Lucena Camargo de Almeida; https://lattes.cnpq.br/4002703346200955; Silva, Eliane Paganini da; https://lattes.cnpq.br/5103036346581478; Goes, Eliane Pinto de; https://lattes.cnpq.br/1809592930661784
    This research investigates the literacy process of children with Intellectual Disability (ID) in an inclusive school context, focusing on the following question: What are the pedagogical strategies adopted by third-grade teachers regarding the literacy of children with ID? The main objective is to understand the inclusive pedagogical practices employed by teachers in the country town of Paraná to meet the specific needs of these students. The historical-cultural perspective of Vygotsky serves as the theoretical foundation, emphasizing the importance of mediations, special resources, and alternative approaches in the education of people with disabilities. Adopting a qualitative and applied approach, the research used literature review and fieldwork as the main methods for data collection. Semi-structured interviews were conducted with teachers from four municipal schools in Umuarama, Paraná, aiming to capture their perceptions and experiences in the literacy process of children with ID. Thematic analysis was used to identify and understand the inclusive pedagogical strategies adopted by these professionals. Although teachers demonstrate a willingness to promote inclusion, there is still a lack of planning and differentiated pedagogical strategies to meet the specific needs of students with ID. This gap is largely attributed to a lack of in-depth theoretical understanding of Intellectual Disability. The limitation in theoretical grounding affects the effectiveness of pedagogical interventions, resulting in practices that underestimate the potential of these students and restrict their learning opportunities. However, the interviews revealed that teachers value dialogic relationships and empathy as essential aspects of the pedagogical process. The research contributes to understanding the challenges faced in the literacy of children with ID in inclusive school contexts, as well as identifying practices that foster the development of phonological awareness skills. The results provide important insights for improving teacher training and developing pedagogical practices, highlighting the need to strengthen teacher education in Inclusive Education, with an emphasis on understanding Intellectual Disability and implementing differentiated pedagogical strategies