Perceptions of students with intellectual disabilities in remote teaching: Reflections on language
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Linguagem em Foco (Online) |
Texto Completo: | https://revistas.uece.br/index.php/linguagememfoco/article/view/4370 |
Resumo: | The remote teaching adopted as a result of the advent of the new coronavirus pandemic led school institutions to rethink their pedagogical practices. Regarding the teaching of people with intellectual disabilities (ID), considering that their difficulties experienced in school life may be enhanced, the use of alternative pedagogical strategies to promote inclusion is essential. Thus, this study presented an overview of the reality of two students with ID in relation to their difficulties, pedagogical adaptations and family support for their studies. To this purpose, a context study was conducted in order to survey these students' perceptions about their learning in order to propose possible inclusive actions in face of remote teaching. In addition, a student was accompanied throughout a school subject, taking into consideration the data obtained from the application of the context study. We verified that the main difficulties encountered by the students were related to reading and writing skills and that these obstacles may be solved through continuous monitoring, as well as the use of diversified methodological approaches, prioritizing the use of images. We found that a differentiated look by the teacher and a constant dialogue with the student with ID play a fundamental role in making their inclusion effective, providing new ways of acquiring knowledge and ensuring teaching that meets their needs. |
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Perceptions of students with intellectual disabilities in remote teaching: Reflections on languagePercepções de alunos com deficiência intelectual no ensino remoto: Reflexões sobre a linguagemInclusãoDeficiência intelectualEstudo de contextoEstratégias pedagógicasDificuldades de leitura e escritaInclusionIntellectual disabilitiesContext studyPedagogical strategiesReading and writing difficultiesThe remote teaching adopted as a result of the advent of the new coronavirus pandemic led school institutions to rethink their pedagogical practices. Regarding the teaching of people with intellectual disabilities (ID), considering that their difficulties experienced in school life may be enhanced, the use of alternative pedagogical strategies to promote inclusion is essential. Thus, this study presented an overview of the reality of two students with ID in relation to their difficulties, pedagogical adaptations and family support for their studies. To this purpose, a context study was conducted in order to survey these students' perceptions about their learning in order to propose possible inclusive actions in face of remote teaching. In addition, a student was accompanied throughout a school subject, taking into consideration the data obtained from the application of the context study. We verified that the main difficulties encountered by the students were related to reading and writing skills and that these obstacles may be solved through continuous monitoring, as well as the use of diversified methodological approaches, prioritizing the use of images. We found that a differentiated look by the teacher and a constant dialogue with the student with ID play a fundamental role in making their inclusion effective, providing new ways of acquiring knowledge and ensuring teaching that meets their needs.O ensino remoto adotado em decorrência do advento da pandemia do novo coronavírus levou instituições escolares a repensarem suas práticas pedagógicas. No tocante ao ensino de pessoas com deficiência intelectual (DI), tendo em vista que suas dificuldades vivenciadas no cotidiano escolar podem ser potencializadas, a utilização de estratégias pedagógicas alternativas para promover a inclusão torna-se fundamental. Dessa maneira, este estudo apresentou um panorama da realidade de dois alunos com DI em relação às suas dificuldades, adaptações pedagógicas e apoio familiar para os seus estudos. Para tanto, foi realizado um estudo de contexto no intuito de fazer um levantamento das percepções desses estudantes sobre sua aprendizagem a fim de propor possíveis ações inclusivas frente ao ensino remoto. Além disso, uma estudante foi acompanhada ao longo de toda uma disciplina, levando-se em consideração os dados obtidos com a realização do estudo de contexto. Verificamos que as principais dificuldades encontradas pelos alunos eram relacionadas às habilidades de leitura e escrita e que esses entraves podem ser sanados a partir de um acompanhamento contínuo, bem como através da utilização de abordagens metodológicas diversificadas, priorizando o uso de imagens. Constatamos que um olhar diferenciado pelo professor e um diálogo constante com o aluno com DI desempenham um papel primordial para a efetivação da sua inclusão, oportunizando-se novas formas de apropriação dos conhecimentos e garantindo um ensino que atenda às suas necessidades.EdUECE2021-01-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/437010.46230/2674-8266-12-4370Revista Linguagem em Foco; Vol. 12 No. 3 (2020): Número atemático; 150-171Revista Linguagem em Foco; v. 12 n. 3 (2020): Número atemático; 150-1712674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/4370/3825https://revistas.uece.br/index.php/linguagememfoco/article/view/4370/3826Copyright (c) 2021 Leonardo Rafael Medeiros, Lázaro Rodrigues Tavaresinfo:eu-repo/semantics/openAccessMedeiros, Leonardo RafaelTavares, Lázaro Rodrigues2021-10-06T01:00:20Zoai:ojs.revistas.uece.br:article/4370Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-10-06T01:00:20Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
Perceptions of students with intellectual disabilities in remote teaching: Reflections on language Percepções de alunos com deficiência intelectual no ensino remoto: Reflexões sobre a linguagem |
title |
Perceptions of students with intellectual disabilities in remote teaching: Reflections on language |
spellingShingle |
Perceptions of students with intellectual disabilities in remote teaching: Reflections on language Medeiros, Leonardo Rafael Inclusão Deficiência intelectual Estudo de contexto Estratégias pedagógicas Dificuldades de leitura e escrita Inclusion Intellectual disabilities Context study Pedagogical strategies Reading and writing difficulties |
title_short |
Perceptions of students with intellectual disabilities in remote teaching: Reflections on language |
title_full |
Perceptions of students with intellectual disabilities in remote teaching: Reflections on language |
title_fullStr |
Perceptions of students with intellectual disabilities in remote teaching: Reflections on language |
title_full_unstemmed |
Perceptions of students with intellectual disabilities in remote teaching: Reflections on language |
title_sort |
Perceptions of students with intellectual disabilities in remote teaching: Reflections on language |
author |
Medeiros, Leonardo Rafael |
author_facet |
Medeiros, Leonardo Rafael Tavares, Lázaro Rodrigues |
author_role |
author |
author2 |
Tavares, Lázaro Rodrigues |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Medeiros, Leonardo Rafael Tavares, Lázaro Rodrigues |
dc.subject.por.fl_str_mv |
Inclusão Deficiência intelectual Estudo de contexto Estratégias pedagógicas Dificuldades de leitura e escrita Inclusion Intellectual disabilities Context study Pedagogical strategies Reading and writing difficulties |
topic |
Inclusão Deficiência intelectual Estudo de contexto Estratégias pedagógicas Dificuldades de leitura e escrita Inclusion Intellectual disabilities Context study Pedagogical strategies Reading and writing difficulties |
description |
The remote teaching adopted as a result of the advent of the new coronavirus pandemic led school institutions to rethink their pedagogical practices. Regarding the teaching of people with intellectual disabilities (ID), considering that their difficulties experienced in school life may be enhanced, the use of alternative pedagogical strategies to promote inclusion is essential. Thus, this study presented an overview of the reality of two students with ID in relation to their difficulties, pedagogical adaptations and family support for their studies. To this purpose, a context study was conducted in order to survey these students' perceptions about their learning in order to propose possible inclusive actions in face of remote teaching. In addition, a student was accompanied throughout a school subject, taking into consideration the data obtained from the application of the context study. We verified that the main difficulties encountered by the students were related to reading and writing skills and that these obstacles may be solved through continuous monitoring, as well as the use of diversified methodological approaches, prioritizing the use of images. We found that a differentiated look by the teacher and a constant dialogue with the student with ID play a fundamental role in making their inclusion effective, providing new ways of acquiring knowledge and ensuring teaching that meets their needs. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-22 |
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://revistas.uece.br/index.php/linguagememfoco/article/view/4370 10.46230/2674-8266-12-4370 |
url |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4370 |
identifier_str_mv |
10.46230/2674-8266-12-4370 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4370/3825 https://revistas.uece.br/index.php/linguagememfoco/article/view/4370/3826 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Leonardo Rafael Medeiros, Lázaro Rodrigues Tavares info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Leonardo Rafael Medeiros, Lázaro Rodrigues Tavares |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/epub+zip |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
dc.source.none.fl_str_mv |
Revista Linguagem em Foco; Vol. 12 No. 3 (2020): Número atemático; 150-171 Revista Linguagem em Foco; v. 12 n. 3 (2020): Número atemático; 150-171 2674-8266 2176-7955 reponame:Revista Linguagem em Foco (Online) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Revista Linguagem em Foco (Online) |
collection |
Revista Linguagem em Foco (Online) |
repository.name.fl_str_mv |
Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
linguagememfoco@uece.br|| |
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1797068889020956672 |