Elaboração de recursos didáticos de baixo custo para a alfabetização de estudantes com deficiência intelectual

• Autor(a) principal: Silva, Andréa Carvalho da
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19778
• topic: Intellectual disabillities; Teaching resources; Reading and writing; Deficiência intelectual; Recursos didáticos; Leitura e escrita; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This research approaches the use of didactic resources in the work of literacy in the classrooms in the outset grades of elementary school, more certainly, third and fourth year of a public school, in the city of Duque de Caxias, State of Rio de Janeiro, with students who are have intellectual disabilities (ID) or are under evaluation with this diagnostic hypothesis. As regards to the methodology, this work is characterized by a collaborative research, because it based of a joint practice between the researcher and four common class teachers with the aim of developing low-cost pedagogical resources for the literacy of these students and seek to expand their participation in the classroom. Two workshops were developed, one of them based on the theory and the other the practical part, apart in two moments and in two times to contemplated both shifts school, in order to support the thought and the knowledge building for the making of low-cost resources for students with intellectual disabilities (ID), based on the information provided of concept of curricular differentiation. The theoretical assumptions that guided the organization of this research are based on interactionist studies of Vygotsky and Piaget. The achieved success showed that low-cost teaching resources can help in literacy and in expanding the participation of activities in the classroom of students with intellectual disabilities (ID). They also showed that the workshops, have favored the production and use of resources by teachers, however, for the achieve success of this curricular differentiation, perhaps the best path is public policies that encourage and value continuing education that addresses the issues necessary to be implemented truly inclusive education.