Classroom behavior management strategies to support children with special educational needs
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10362/110184 |
Resumo: | The following study was developed as part of the practicum on a master’s degree in teaching English as a foreign language in primary school. The aim of this research was to apply three behavioral strategies, preventive, supportive and corrective and investigate which had a better influence on students with special educational needs, more precisely, a child with Autism Spectrum Disorder. The key was to maintain good classroom management whilst keeping the child interested and focused during all the activities proposed by the teacher. Even though thirteen fourth-grade students, aged 9-10 years old, participated, the research was a case study that focused only on one child. The methodology applied throughout this research was that of action research, which included quantitative and qualitative data collection with the aid of a feelings grid, three different questionnaires, personal teaching journals, as well as, weekly reflections that were anintegral part of the Supervised Teaching Practice Seminar 2. Results were based on research tools that were used. The study proved that preventive, supportive and corrective strategies help young learners with Asperger's syndrome (which is included on the low level of the autism spectrum disorder), maintain a good behavior in class and consequently teachers are able to have a well-managed classroom environment. In addition, the strategies that best fit the characteristics of the child are preventive and support strategies, which effectively helped maintain a well-managed classroom regarding the child's behavior. It also allowed the child to participate in various activities related to each strategy that were implemented through daily routines, positive reinforcement, group work and pair work, to reflect and analyze his own behavior in the classroom. This led the child to understand his own development, strengths and weaknesses in the English learning classroom. |
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Classroom behavior management strategies to support children with special educational needsNecessidades educativas especiaisComportamento em sala de aulaSpecial educational needsAutism spectrum disorderAsperger syndromeBehavior management strategiesForeign language learningYoung learnersTeaching primary levelNecessidades Educativas EspeciaisTranstorno do espectro do autismoSíndrome de AspergEstratégias de gestão de comportamento em sala de aulaAprendizagem de línguas estrangeirasJovens aprendizesPrimeiro ciclo do ensino básicoDomínio/Área Científica::Ciências Sociais::Ciências da EducaçãoThe following study was developed as part of the practicum on a master’s degree in teaching English as a foreign language in primary school. The aim of this research was to apply three behavioral strategies, preventive, supportive and corrective and investigate which had a better influence on students with special educational needs, more precisely, a child with Autism Spectrum Disorder. The key was to maintain good classroom management whilst keeping the child interested and focused during all the activities proposed by the teacher. Even though thirteen fourth-grade students, aged 9-10 years old, participated, the research was a case study that focused only on one child. The methodology applied throughout this research was that of action research, which included quantitative and qualitative data collection with the aid of a feelings grid, three different questionnaires, personal teaching journals, as well as, weekly reflections that were anintegral part of the Supervised Teaching Practice Seminar 2. Results were based on research tools that were used. The study proved that preventive, supportive and corrective strategies help young learners with Asperger's syndrome (which is included on the low level of the autism spectrum disorder), maintain a good behavior in class and consequently teachers are able to have a well-managed classroom environment. In addition, the strategies that best fit the characteristics of the child are preventive and support strategies, which effectively helped maintain a well-managed classroom regarding the child's behavior. It also allowed the child to participate in various activities related to each strategy that were implemented through daily routines, positive reinforcement, group work and pair work, to reflect and analyze his own behavior in the classroom. This led the child to understand his own development, strengths and weaknesses in the English learning classroom.O presente estudo conduzido foi desenvolvido como parte da Prática do Ensino Supervisionada do Mestrado em Ensino do Inglês no 1º Ciclo do Ensino Básico. O objetivo desta pesquisa foi principalmente, ajudar os professores a compreender quais seriam as melhores estratégias para trabalhar com alunos com necessidades educacionais especiais, mais precisamente, crianças com transtorno do espectro do autismo, e, ao mesmo tempo, ajudar a manter um ambiente de sala de aula amigável, mantendo essas crianças interessadas e focadas durante todas as atividades propostas pelo professor. Os participantes foram 13 alunos do 4º ano com idades entre os 9 e 10 anos. A metodologia aplicada ao longo desta pesquisa foi a de uma investigação de ação em pequena escala, que incluiu recolha de dados quantitativos e qualitativos com o auxílio de uma tabela de sentimentos, três questionários distintos, diários de ensino pessoal, bem como semanalmente reflexões que faziam parte integrante do Seminário de Orientação da Prática Supervisionada 2. Os resultados foram baseados em ferramentas de pesquisa utilizados. Em relação aos questionários, estes foram preenchidos em sala de aula por cada aluno para que ninguém se sentisse deixado de fora e, posteriormente, analisados mais tarde no mesmo dia, uma vez que também há outros alunos com necessidades educativas especiais na sala de aula. Até certo ponto, o estudo autenticou que os jovens aprendizes com síndrome de Asperger são capazes de ser incluídos em uma sala de aula de língua estrangeira, e que as estratégias que melhor se encaixam nas características destas crianças são as estratégias preventivas e de apoio, que efetivamente ajudam a manter uma sala de aula bem gerida no que diz respeito ao comportamento da criança. Também permitiu que a criança participasse em diversas atividades relacionadas com cada estratégia, refletisse e analisasse o seu próprio comportamento na sala de aula. Mais ainda, isto levou às conclusões desta investigação, e, simultaneamente, levou a que a criança compreendesse o seu próprio desenvolvimento, pontos fortes e fracos na sala de aula de aprendizagem Inglês.Ceia, CarlosLeslie, CarolynRUNVendas, Alyssia Ysabelle Silva2021-01-14T18:35:36Z2020-10-262020-06-032020-10-26T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10362/110184TID:202533565enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T04:54:11Zoai:run.unl.pt:10362/110184Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:41:35.340479Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Classroom behavior management strategies to support children with special educational needs |
title |
Classroom behavior management strategies to support children with special educational needs |
spellingShingle |
Classroom behavior management strategies to support children with special educational needs Vendas, Alyssia Ysabelle Silva Necessidades educativas especiais Comportamento em sala de aula Special educational needs Autism spectrum disorder Asperger syndrome Behavior management strategies Foreign language learning Young learners Teaching primary level Necessidades Educativas Especiais Transtorno do espectro do autismo Síndrome de Asperg Estratégias de gestão de comportamento em sala de aula Aprendizagem de línguas estrangeiras Jovens aprendizes Primeiro ciclo do ensino básico Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
title_short |
Classroom behavior management strategies to support children with special educational needs |
title_full |
Classroom behavior management strategies to support children with special educational needs |
title_fullStr |
Classroom behavior management strategies to support children with special educational needs |
title_full_unstemmed |
Classroom behavior management strategies to support children with special educational needs |
title_sort |
Classroom behavior management strategies to support children with special educational needs |
author |
Vendas, Alyssia Ysabelle Silva |
author_facet |
Vendas, Alyssia Ysabelle Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Ceia, Carlos Leslie, Carolyn RUN |
dc.contributor.author.fl_str_mv |
Vendas, Alyssia Ysabelle Silva |
dc.subject.por.fl_str_mv |
Necessidades educativas especiais Comportamento em sala de aula Special educational needs Autism spectrum disorder Asperger syndrome Behavior management strategies Foreign language learning Young learners Teaching primary level Necessidades Educativas Especiais Transtorno do espectro do autismo Síndrome de Asperg Estratégias de gestão de comportamento em sala de aula Aprendizagem de línguas estrangeiras Jovens aprendizes Primeiro ciclo do ensino básico Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
topic |
Necessidades educativas especiais Comportamento em sala de aula Special educational needs Autism spectrum disorder Asperger syndrome Behavior management strategies Foreign language learning Young learners Teaching primary level Necessidades Educativas Especiais Transtorno do espectro do autismo Síndrome de Asperg Estratégias de gestão de comportamento em sala de aula Aprendizagem de línguas estrangeiras Jovens aprendizes Primeiro ciclo do ensino básico Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
description |
The following study was developed as part of the practicum on a master’s degree in teaching English as a foreign language in primary school. The aim of this research was to apply three behavioral strategies, preventive, supportive and corrective and investigate which had a better influence on students with special educational needs, more precisely, a child with Autism Spectrum Disorder. The key was to maintain good classroom management whilst keeping the child interested and focused during all the activities proposed by the teacher. Even though thirteen fourth-grade students, aged 9-10 years old, participated, the research was a case study that focused only on one child. The methodology applied throughout this research was that of action research, which included quantitative and qualitative data collection with the aid of a feelings grid, three different questionnaires, personal teaching journals, as well as, weekly reflections that were anintegral part of the Supervised Teaching Practice Seminar 2. Results were based on research tools that were used. The study proved that preventive, supportive and corrective strategies help young learners with Asperger's syndrome (which is included on the low level of the autism spectrum disorder), maintain a good behavior in class and consequently teachers are able to have a well-managed classroom environment. In addition, the strategies that best fit the characteristics of the child are preventive and support strategies, which effectively helped maintain a well-managed classroom regarding the child's behavior. It also allowed the child to participate in various activities related to each strategy that were implemented through daily routines, positive reinforcement, group work and pair work, to reflect and analyze his own behavior in the classroom. This led the child to understand his own development, strengths and weaknesses in the English learning classroom. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-26 2020-06-03 2020-10-26T00:00:00Z 2021-01-14T18:35:36Z |
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.uri.fl_str_mv |
http://hdl.handle.net/10362/110184 TID:202533565 |
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TID:202533565 |
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eng |
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eng |
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openAccess |
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application/pdf |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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