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Abstract(s)
O presente estudo tem como principais objetivos identificar e descrever os tipos de ensino praticados nas Escolas de Referência para o Ensino Bilingue (EREB) em Portugal e explorar possíveis efeitos destes no funcionamento executivo de crianças portuguesas surdas, com idades compreendidas entre os 5 e os 11 anos. Para tal, construiu-se um questionário para caracterizar o tipo de ensino em prática em cada agrupamento/ escola/ turma a ser preenchido pelo professor e um questionário sociodemográfico sobre as crianças aplicado aos encarregados de educação. Para análise do funcionamento executivo em crianças surdas portuguesas, aplicou-se a escala de classificação de funções executivas BRIEF (Gioia, Isquith, Kenworthy, 2000; versão portuguesa de Ribeiro, Santos & Correia (2012)) preenchida pelo professor e encarregado de educação. Neste estudo, participaram 13 EREB, 34 turmas (10 turmas do nível pré-escolar e 24 do nível escolar) correspondendo a 61 crianças portuguesas surdas. Relativamente ao tipo de ensino praticado nas EREB em Portugal, os resultados mostram que, das 13 EREB deste estudo, na sua maioria (12) o ensino de surdos é considerado bilingue (Língua Gestual Portuguesa (LGP)/ Língua Portuguesa (LP)), com recurso a apoios de educação especial, através do professor de LGP e Terapeuta da Fala. No entanto, dentro da mesma escola de referência, poderemos encontrar ensino bilingue e ensino monolingue, dependendo das caraterísticas da população infantil, como por exemplo, grau de surdez e benefícios auditivos através de dispositivos tecnológicos auditivos. Encontram-se turmas compostas apenas por alunos surdos e turmas compostas tanto por alunos surdos como por ouvintes. Respeitando o decreto-lei nº 54/2018, quase todas estas escolas dispõem de docentes especializados na área da surdez, tais como, professor de educação especial, professor de LGP, intérpretes de LGP e terapeutas da fala. Os resultados revelaram que, quando a avaliação ao funcionamento executivo foi realizada pelos encarregados de educação, as crianças em ensino monolingue mostram um desempenho favorável, tanto no índice de regulação comportamental como no índice de metacognição. Contudo, quando a avaliação ao funcionamento executivo foi realizada pelos professores, as crianças portuguesas surdas em ensino bilingue apresentam maior percentagem de nível bom quanto ao composto executivo global. Quando agrupados os pareceres dos pais e professores, ambos os ensinos revelam bons indicadores no desenvolvimento das funções executivas, apresentando-se o ensino bilingue com resultados ligeiramente superiores. Com esta investigação refletimos sobre o ensino de surdos, em que o ensino bilingue está presente nas escolas portuguesas e o funcionamento executivo de crianças surdas não surge mais ou menos fragilizado perante o contexto de aprendizagem.
The present study has as main goals to identify and describe the types of teaching practiced on the Bilingual reference schools in Portugal, and to explore the possible effects on the executive functioning of Portuguese deaf children aged between 5 and 11 years old. So, we have developed and applied two surveys: one about the type of teaching practiced in each group / school / class in cooperation with the present study filled by the teacher; and a sociodemographic survey about the children but applied to the parents. For the analyze of the executive functioning in Portuguese deaf children, we have applied a rating scale of executive functioning BRIEF (Gioia, Isquith, Kenworthy, 2000; Portuguese version from Ribeiro, Santos & Correia, 2012) from the student to each teacher and each parent. In this study we had 13 Reference School for Bilingual Education, 34 classes (10 classes of pre-primary education and 24 school level) and 61 Portuguese deaf children. On what concerns the type of teaching practiced in EREB in Portugal, the results have showed, from the 13 Reference School for Bilingual Education of this study, mostly (12), that mainly the teaching of deaf children is bilingual with resource to the special education teachers and speech therapist. However, inside the same reference school, we can find bilingual and monolingual teaching, depending on the characteristics of the average population, for example, hearing loss degree and use of hearing aids. We could find classes composed only by deaf children and others with hearing and deaf children. On what concerns the law decree nº54/2018, almost all schools have specialized teachers, such as, teacher of special education, Portuguese Sign Language teachers, speech therapists and LGP interprets. The results revealed that when the evaluation of the executive functioning took place by the parents, the children on the monolingual teaching revealed reliable performance on the behavior regulation index as well as, on the Metacognition. However, when the evaluation of the executive functioning took place by the teachers, the Portuguese deaf children on the bilingual teaching, presented a higher percentage of level good on what concerns the global executive compound. Considering the second analysis where we have gathered the opinions of parents and teachers, both teaching methods seem to have positive effects on the development of the executive functioning, being the bilingual children with a slight higher percentages on their performance. With this research, we could think ahead about the teaching of deaf children, where the bilingual teaching is present on Portuguese schools, and the executive functioning of deaf children doesn’t seem to be weakened when facing it’s learning context.
The present study has as main goals to identify and describe the types of teaching practiced on the Bilingual reference schools in Portugal, and to explore the possible effects on the executive functioning of Portuguese deaf children aged between 5 and 11 years old. So, we have developed and applied two surveys: one about the type of teaching practiced in each group / school / class in cooperation with the present study filled by the teacher; and a sociodemographic survey about the children but applied to the parents. For the analyze of the executive functioning in Portuguese deaf children, we have applied a rating scale of executive functioning BRIEF (Gioia, Isquith, Kenworthy, 2000; Portuguese version from Ribeiro, Santos & Correia, 2012) from the student to each teacher and each parent. In this study we had 13 Reference School for Bilingual Education, 34 classes (10 classes of pre-primary education and 24 school level) and 61 Portuguese deaf children. On what concerns the type of teaching practiced in EREB in Portugal, the results have showed, from the 13 Reference School for Bilingual Education of this study, mostly (12), that mainly the teaching of deaf children is bilingual with resource to the special education teachers and speech therapist. However, inside the same reference school, we can find bilingual and monolingual teaching, depending on the characteristics of the average population, for example, hearing loss degree and use of hearing aids. We could find classes composed only by deaf children and others with hearing and deaf children. On what concerns the law decree nº54/2018, almost all schools have specialized teachers, such as, teacher of special education, Portuguese Sign Language teachers, speech therapists and LGP interprets. The results revealed that when the evaluation of the executive functioning took place by the parents, the children on the monolingual teaching revealed reliable performance on the behavior regulation index as well as, on the Metacognition. However, when the evaluation of the executive functioning took place by the teachers, the Portuguese deaf children on the bilingual teaching, presented a higher percentage of level good on what concerns the global executive compound. Considering the second analysis where we have gathered the opinions of parents and teachers, both teaching methods seem to have positive effects on the development of the executive functioning, being the bilingual children with a slight higher percentages on their performance. With this research, we could think ahead about the teaching of deaf children, where the bilingual teaching is present on Portuguese schools, and the executive functioning of deaf children doesn’t seem to be weakened when facing it’s learning context.
Description
Keywords
Ensino de surdos Bilinguismo Funcionamento executivo Crianças surdas Deaf education Bilingual Executive functioning Deaf children