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Advisor(s)
Abstract(s)
A Perturbação da Aprendizagem Específica (PAE) com défice na leitura caracteriza-se por dificuldades persistentes e incapacitantes na aprendizagem de competências básicas na leitura, sendo que pais e professores devem estar atentos a um conjunto de sinais de alerta
para que se possam implementar estratégias eficazes e apropriadas que permitam, o mais precocemente possível, à criança lidar com as dificuldades de leitura. Assim, conhecer as estratégias adotadas/a adotar pelos pais/encarregados de educação (EE) de alunos dos 1º e 2º Ciclos do Ensino Básico (CEB) com PAE com défice na leitura, no
sentido de dar continuidade ao trabalho dos professores e a potenciar o sucesso escolar, foi o objetivo central deste estudo. Através de um estudo de natureza qualitativa, em que foram entrevistados dez professores de educação especial e dez pais de alunos dos 1º e 2º Ciclos do Ensino Básico com esta perturbação, foi possível concluir que os pais de alunos com PAE com défice na leitura são elementos ativos e participativos no processo de intervenção, uma vez que, em casa, as atividades de reforço do que o aluno aprende na escola se constituem como um complemento importante para minimizar as suas dificuldades e potenciar o sucesso escolar.
The specific learning disorder with impairment in reading is characterised by persistent disabling difficulties in the learning process of early reading skills. Thus, it is imperative for both parents and teachers to be able to recognize a set of alerting signs, in order to implement efficient and appropriate strategies which will allow the child to cope with reading difficulties precociously. Therefore, the main goal of the present study is to identify the usual or future strategies adopted by parents and/or guardians of 1st/2nd graders suffering from specific learning disorder with impairment in reading in the hope to enable teacher’s work and promote successful academic performance. Using a qualitative study, in which were interviewed ten special needs education teachers and ten parents of students who suffer from this disorder, attending primary school and lower secondary education level, it was possible to conclude that parents of children with specific learning disorder with impairment in reading are active and participative elements in the intervention process since home reinforcement activities of what the student has learned at school serve as a major complement to minimise learning difficulties and boost school success.
The specific learning disorder with impairment in reading is characterised by persistent disabling difficulties in the learning process of early reading skills. Thus, it is imperative for both parents and teachers to be able to recognize a set of alerting signs, in order to implement efficient and appropriate strategies which will allow the child to cope with reading difficulties precociously. Therefore, the main goal of the present study is to identify the usual or future strategies adopted by parents and/or guardians of 1st/2nd graders suffering from specific learning disorder with impairment in reading in the hope to enable teacher’s work and promote successful academic performance. Using a qualitative study, in which were interviewed ten special needs education teachers and ten parents of students who suffer from this disorder, attending primary school and lower secondary education level, it was possible to conclude that parents of children with specific learning disorder with impairment in reading are active and participative elements in the intervention process since home reinforcement activities of what the student has learned at school serve as a major complement to minimise learning difficulties and boost school success.
Description
Keywords
Perturbação da aprendizagem específica com défice na leitura Pais/encarregados de educação Professores de educação especial Colaboração Sucesso escolar Specific learning disorder with impairment in reading Parents/guardians Special Education teachers Strategies Students’ success
Citation
Rodrigues, A., Ribeiro, C., Figueira, A.P.C. (2018). Perturbação da Aprendizagem Específica com défice na leitura em alunos dos 1º e 2º ciclos do ensino básico. Professores de educação especial e pais em colaboração. Revista Ibero-americana de Educação, 78(2), 97-121
Publisher
Organización de Estados Iberoamericanos (OEI/CAEU)