Assessment of a peer tutoring program from the perspective of inclusive education

Detalhes bibliográficos
Autor(a) principal: Marins, Kéren-Hapuque Cabral de
Data de Publicação: 2021
Outros Autores: Lourenço, Gerusa Ferreira
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/7218
Resumo: The objective of this study was to propose a Peer Tutoring program, in an elementary school – final grades, and to verify its influence on the participation from the Target Audience of Special Education (TASE). A TASE student, three tutor students, a Portuguese Language teacher and a Math teacher were the participants. The data collection procedure involved five sessions of initial observation, thirty sessions of continuous observation, eight tutoring meetings and six initial and final interviews. The content analysis technique was used for data treatment. It was evident that the Peer Tutoring contributed to the inclusion of the student with intellectual disability, in terms of interactions and his ability to respond to the activities proposed in the classroom, which culminated in increasing his participation and academic and social improvements.
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spelling Assessment of a peer tutoring program from the perspective of inclusive education Evaluación de un programa de tutoría entre pares desde la perspectiva de la educación inclusiva Évaluation d’un programme de tutorat entre pairs en éducation inclusive Avaliação de um programa de tutoria por pares na perspectiva da educação inclusiva Éducation spécialeHandicap intellectuelTutorat entre pairsInclusionSpecial educationIntellectual disabilityPeer tutoringInclusionEducação especialDeficiência intelectualTutoria por paresInclusãoEducación especialDiscapacidad intelectualTutoria en parejaInclusiónThe objective of this study was to propose a Peer Tutoring program, in an elementary school – final grades, and to verify its influence on the participation from the Target Audience of Special Education (TASE). A TASE student, three tutor students, a Portuguese Language teacher and a Math teacher were the participants. The data collection procedure involved five sessions of initial observation, thirty sessions of continuous observation, eight tutoring meetings and six initial and final interviews. The content analysis technique was used for data treatment. It was evident that the Peer Tutoring contributed to the inclusion of the student with intellectual disability, in terms of interactions and his ability to respond to the activities proposed in the classroom, which culminated in increasing his participation and academic and social improvements.El objetivo del estudio era proponer un programa de Tutoría entre Pares, en la enseñanza primaria – años finales, y verificar su influencia en la participación de un estudiante público-objetivo de la educación especial (PAEE). Participaron un alumno PAEE, tres alumnos tutores, un profesor de Lengua Portuguesa y uno de Matemáticas. La recopilación de datos incluyó cinco sesiones de observaciones iniciales, treinta observaciones continuas, ocho reuniones de tutoría y seis entrevistas iniciales y finales. Se utilizó la técnica de análisis de contenidos para el tratamiento de datos. Se evidenció que la tutoría entre pares contribuyó a la inclusión de estudiantes con discapacidad intelectual en el contexto de las interacciones y en su capacidad de respuesta a las actividades en el aula, lo que culminó con una mayor participación y mejoras académicas y sociales.Cette étude vise à proposer un programme de tutorat par les pairs dans les dernières années d’école élémentaire et à vérifier son influence sur la participation d’un élève appartenant à son public cible, celui de l’éducation spéciale (público-alvo da educação especial – PAEE). Un élève de la PAEE, trois élèves tuteurs, ainsi qu’un professeur de langue portugaise et un professeur de mathématiques y ont participé. La récolte des données a comporté cinq séances initiales, trente séances d’observation en continu, huit réunions de tutorat et six entretiens réalisés au début et à la fin de l’étude. La technique d’analyse de contenu a été utilisée pour traiter les données. Il a été mis en évidence que le tutorat entre pairs favorise l’inclusion des élèves ayant une déficience intellectuelle dans les interactions de classe et augmente leur capacité à réagir aux activités qui y sont proposées, conduisant à une augmentation de leur participation et à des améliorations d’ordre scolaire et social. O objetivo do estudo foi propor um programa de Tutoria por Pares, no ensino fundamental – anos finais, e verificar sua influência na participação de um aluno público-alvo da educação especial (PAEE). Participaram um aluno PAEE, três alunos tutores, um professor de Língua Portuguesa e um de Matemática. A coleta de dados envolveu cinco sessões de observações iniciais, trinta contínuas, oito reuniões de tutoria e seis entrevistas iniciais e finais. Utilizou-se a técnica de análise de conteúdo para o tratamento dos dados. Evidenciou-se que a Tutoria por Pares contribuiu para a inclusão do aluno com deficiência intelectual no âmbito das interações e na sua capacidade de resposta às atividades em sala, o que culminou no aumento da sua participação e melhoras acadêmicas e sociais.Fundação Carlos Chagas2021-07-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/7218Cadernos de Pesquisa; Vol. 51 (2021); e07218Cadernos de Pesquisa; Vol. 51 (2021); e07218Cadernos de Pesquisa; Vol. 51 (2021); e07218Cadernos de Pesquisa; v. 51 (2021); e072181980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporenghttps://publicacoes.fcc.org.br/cp/article/view/7218/4226https://publicacoes.fcc.org.br/cp/article/view/7218/4227Copyright (c) 2021 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMarins, Kéren-Hapuque Cabral de Lourenço, Gerusa Ferreira2022-12-05T11:43:58Zoai:ojs.publicacoes.fcc.org.br:article/7218Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-05T11:43:58Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Assessment of a peer tutoring program from the perspective of inclusive education
Evaluación de un programa de tutoría entre pares desde la perspectiva de la educación inclusiva
Évaluation d’un programme de tutorat entre pairs en éducation inclusive
Avaliação de um programa de tutoria por pares na perspectiva da educação inclusiva
title Assessment of a peer tutoring program from the perspective of inclusive education
spellingShingle Assessment of a peer tutoring program from the perspective of inclusive education
Marins, Kéren-Hapuque Cabral de
Éducation spéciale
Handicap intellectuel
Tutorat entre pairs
Inclusion
Special education
Intellectual disability
Peer tutoring
Inclusion
Educação especial
Deficiência intelectual
Tutoria por pares
Inclusão
Educación especial
Discapacidad intelectual
Tutoria en pareja
Inclusión
title_short Assessment of a peer tutoring program from the perspective of inclusive education
title_full Assessment of a peer tutoring program from the perspective of inclusive education
title_fullStr Assessment of a peer tutoring program from the perspective of inclusive education
title_full_unstemmed Assessment of a peer tutoring program from the perspective of inclusive education
title_sort Assessment of a peer tutoring program from the perspective of inclusive education
author Marins, Kéren-Hapuque Cabral de
author_facet Marins, Kéren-Hapuque Cabral de
Lourenço, Gerusa Ferreira
author_role author
author2 Lourenço, Gerusa Ferreira
author2_role author
dc.contributor.author.fl_str_mv Marins, Kéren-Hapuque Cabral de
Lourenço, Gerusa Ferreira
dc.subject.por.fl_str_mv Éducation spéciale
Handicap intellectuel
Tutorat entre pairs
Inclusion
Special education
Intellectual disability
Peer tutoring
Inclusion
Educação especial
Deficiência intelectual
Tutoria por pares
Inclusão
Educación especial
Discapacidad intelectual
Tutoria en pareja
Inclusión
topic Éducation spéciale
Handicap intellectuel
Tutorat entre pairs
Inclusion
Special education
Intellectual disability
Peer tutoring
Inclusion
Educação especial
Deficiência intelectual
Tutoria por pares
Inclusão
Educación especial
Discapacidad intelectual
Tutoria en pareja
Inclusión
description The objective of this study was to propose a Peer Tutoring program, in an elementary school – final grades, and to verify its influence on the participation from the Target Audience of Special Education (TASE). A TASE student, three tutor students, a Portuguese Language teacher and a Math teacher were the participants. The data collection procedure involved five sessions of initial observation, thirty sessions of continuous observation, eight tutoring meetings and six initial and final interviews. The content analysis technique was used for data treatment. It was evident that the Peer Tutoring contributed to the inclusion of the student with intellectual disability, in terms of interactions and his ability to respond to the activities proposed in the classroom, which culminated in increasing his participation and academic and social improvements.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/7218
url https://publicacoes.fcc.org.br/cp/article/view/7218
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/7218/4226
https://publicacoes.fcc.org.br/cp/article/view/7218/4227
dc.rights.driver.fl_str_mv Copyright (c) 2021 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 51 (2021); e07218
Cadernos de Pesquisa; Vol. 51 (2021); e07218
Cadernos de Pesquisa; Vol. 51 (2021); e07218
Cadernos de Pesquisa; v. 51 (2021); e07218
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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