Ensino de leitura e escrita para aprendizes com deficiência intelectual
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16063 |
Resumo: | The repertoires of reading and writing are fundamental to improve the quality of life of all people. These repertoires are rarely taught to people with intellectual disabilities. There is a great distrust by the part of society in the learning abilities of people with intellectual disabilities and also among teachers there is a disbelief about effective teaching procedures, which allow acquiring repertoires complexes, like reading and writing. Behavior Analysis offers contributions from stimulus equivalence model. The literature indicates that teaching conditional relations between sound and visual stimuli (pictures and text), reading and writing can be installed and developed. The aim of this study was to apply a teaching procedure for the acquisition of reading and writing for learners with intellectual disabilities, using educational software Mestre ®. Participants were four individuals with intellectual disabilities, aged between 15 and 21 years. The study was organized into five steps and the stimuli used were dictated words (A), pictures (B) and written words (C). The relations AB, CC, BC, CE and AE were taught and the relations AC, CB were tested, and also reading (CD relation) and writing (BE relation). The generalization tests included reading and writing handwritten words and phrases. Considering the time of training (maximum of 8 hours), and comparing the performance of participants before and after training, it can be stated that the teaching procedure had a positive effect, because there was significant change in the repertoires of the participants' reading and writing. The results were discussed aspects of the teaching procedure and suggestions were made for further investigations |
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Moroz, Melaniahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4299087J8Santos, Sonia Cristina Esplendor dos2016-04-28T20:56:33Z2013-01-212012-11-26Santos, Sonia Cristina Esplendor dos. Teaching reading and writing for learners with intellectual disabilities. 2012. 105 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/16063The repertoires of reading and writing are fundamental to improve the quality of life of all people. These repertoires are rarely taught to people with intellectual disabilities. There is a great distrust by the part of society in the learning abilities of people with intellectual disabilities and also among teachers there is a disbelief about effective teaching procedures, which allow acquiring repertoires complexes, like reading and writing. Behavior Analysis offers contributions from stimulus equivalence model. The literature indicates that teaching conditional relations between sound and visual stimuli (pictures and text), reading and writing can be installed and developed. The aim of this study was to apply a teaching procedure for the acquisition of reading and writing for learners with intellectual disabilities, using educational software Mestre ®. Participants were four individuals with intellectual disabilities, aged between 15 and 21 years. The study was organized into five steps and the stimuli used were dictated words (A), pictures (B) and written words (C). The relations AB, CC, BC, CE and AE were taught and the relations AC, CB were tested, and also reading (CD relation) and writing (BE relation). The generalization tests included reading and writing handwritten words and phrases. Considering the time of training (maximum of 8 hours), and comparing the performance of participants before and after training, it can be stated that the teaching procedure had a positive effect, because there was significant change in the repertoires of the participants' reading and writing. The results were discussed aspects of the teaching procedure and suggestions were made for further investigationsOs repertórios de leitura e escrita são fundamentais para a melhoria na qualidade de vida de todas as pessoas. Esses repertórios raramente são ensinados para pessoas com deficiência intelectual, pois existe grande descrédito, por parte da sociedade, sobre sua capacidade de aprendizagem e, por parte dos professores, a descrença sobre procedimentos de ensino eficazes, que possibilitem a aquisição de repertórios complexos, como os de leitura e escrita. Na abordagem da Análise do Comportamento, pesquisas recentes têm oferecido contribuições a partir do modelo de equivalência de estímulos. A literatura indica que, ensinando algumas relações condicionais entre estímulos sonoros e visuais (figuras e texto), é possível instalar ou aperfeiçoar os repertórios de leitura e escrita. A presente pesquisa teve como objetivo apresentar um procedimento de ensino para aquisição dos repertórios de leitura e escrita, a partir de discriminações condicionais, para aprendizes com deficiência intelectual, utilizando o software educativo Mestre®. Participaram cinco aprendizes, com idade entre 15 e 21 anos, com deficiência intelectual, que frequentam uma escola de educação especializada. O trabalho foi organizado em cinco etapas e os estímulos utilizados foram palavras ditadas (A), figuras (B) e palavras escritas (C). Foram ensinadas as relações AB, CC, BC, CE e AE e testadas as relações AC, CB, além da leitura oral (relação CD) e construção de palavras (relação BE.). Os testes de generalização incluíram a leitura, e a escrita manuscrita, de palavras e frases. Considerando o tempo de treino (máximo de 8 horas) e a comparação do desempenho dos participantes antes e após o treino, pode-se afirmar que o procedimento de ensino teve efeito positivo, pois houve melhora nos repertórios de leitura e escrita dos participantes. A partir dos resultados, discutiram-se aspectos sobre o procedimento de ensino e foram feitas sugestões para posteriores investigaçõesCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32336/Sonia%20Cristina%20Esplendor%20dos%20Santos.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaEquivalência de estímulosLeitura e escritaSoftware educativoDeficiência intelectualStimulus equivalenceReading and writingEducational softwareIntellectual disabilitiesCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALEnsino de leitura e escrita para aprendizes com deficiência intelectualTeaching reading and writing for learners with intellectual disabilitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTSonia Cristina Esplendor dos Santos.pdf.txtSonia Cristina Esplendor dos Santos.pdf.txtExtracted texttext/plain176694https://repositorio.pucsp.br/xmlui/bitstream/handle/16063/3/Sonia%20Cristina%20Esplendor%20dos%20Santos.pdf.txt13f65309029bc8a6e4d9acf1cff4cd8aMD53ORIGINALSonia Cristina Esplendor dos Santos.pdfapplication/pdf1523398https://repositorio.pucsp.br/xmlui/bitstream/handle/16063/1/Sonia%20Cristina%20Esplendor%20dos%20Santos.pdfc90433f4a729d18076612356f43b37b1MD51THUMBNAILSonia Cristina Esplendor dos Santos.pdf.jpgSonia Cristina Esplendor dos Santos.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/16063/2/Sonia%20Cristina%20Esplendor%20dos%20Santos.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/160632022-04-27 15:29:09.786oai:repositorio.pucsp.br:handle/16063Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:29:09Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Ensino de leitura e escrita para aprendizes com deficiência intelectual |
dc.title.alternative.eng.fl_str_mv |
Teaching reading and writing for learners with intellectual disabilities |
title |
Ensino de leitura e escrita para aprendizes com deficiência intelectual |
spellingShingle |
Ensino de leitura e escrita para aprendizes com deficiência intelectual Santos, Sonia Cristina Esplendor dos Equivalência de estímulos Leitura e escrita Software educativo Deficiência intelectual Stimulus equivalence Reading and writing Educational software Intellectual disabilities CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Ensino de leitura e escrita para aprendizes com deficiência intelectual |
title_full |
Ensino de leitura e escrita para aprendizes com deficiência intelectual |
title_fullStr |
Ensino de leitura e escrita para aprendizes com deficiência intelectual |
title_full_unstemmed |
Ensino de leitura e escrita para aprendizes com deficiência intelectual |
title_sort |
Ensino de leitura e escrita para aprendizes com deficiência intelectual |
author |
Santos, Sonia Cristina Esplendor dos |
author_facet |
Santos, Sonia Cristina Esplendor dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Moroz, Melania |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4299087J8 |
dc.contributor.author.fl_str_mv |
Santos, Sonia Cristina Esplendor dos |
contributor_str_mv |
Moroz, Melania |
dc.subject.por.fl_str_mv |
Equivalência de estímulos Leitura e escrita Software educativo Deficiência intelectual |
topic |
Equivalência de estímulos Leitura e escrita Software educativo Deficiência intelectual Stimulus equivalence Reading and writing Educational software Intellectual disabilities CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Stimulus equivalence Reading and writing Educational software Intellectual disabilities |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
The repertoires of reading and writing are fundamental to improve the quality of life of all people. These repertoires are rarely taught to people with intellectual disabilities. There is a great distrust by the part of society in the learning abilities of people with intellectual disabilities and also among teachers there is a disbelief about effective teaching procedures, which allow acquiring repertoires complexes, like reading and writing. Behavior Analysis offers contributions from stimulus equivalence model. The literature indicates that teaching conditional relations between sound and visual stimuli (pictures and text), reading and writing can be installed and developed. The aim of this study was to apply a teaching procedure for the acquisition of reading and writing for learners with intellectual disabilities, using educational software Mestre ®. Participants were four individuals with intellectual disabilities, aged between 15 and 21 years. The study was organized into five steps and the stimuli used were dictated words (A), pictures (B) and written words (C). The relations AB, CC, BC, CE and AE were taught and the relations AC, CB were tested, and also reading (CD relation) and writing (BE relation). The generalization tests included reading and writing handwritten words and phrases. Considering the time of training (maximum of 8 hours), and comparing the performance of participants before and after training, it can be stated that the teaching procedure had a positive effect, because there was significant change in the repertoires of the participants' reading and writing. The results were discussed aspects of the teaching procedure and suggestions were made for further investigations |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-11-26 |
dc.date.available.fl_str_mv |
2013-01-21 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:56:33Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Santos, Sonia Cristina Esplendor dos. Teaching reading and writing for learners with intellectual disabilities. 2012. 105 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16063 |
identifier_str_mv |
Santos, Sonia Cristina Esplendor dos. Teaching reading and writing for learners with intellectual disabilities. 2012. 105 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
url |
https://tede2.pucsp.br/handle/handle/16063 |
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por |
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openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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BR |
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Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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