The construction of writing in children with down´s syndrome in conventional schools

• Autor(a) principal: Barby, Ana Aparecida de Oliveira Machado
• Data de Publicação: 2017
• Outros Autores: Guimarães, Sandra Regina Kirchner, Vestena, Carla Luciane Blum
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/19944
• topic: Down's syndrome; Reading and writing; Inclusion; Síndrome de Down - alfabetização - inclusão

Current research investigates performance in the writing production of four children with Down´s syndrome in regular classes of the primary school in Guarapuava, Pr., Brazil. Two written samples from each participating child at two different instances during the scholastic year were collected. Written test comprised four separate words and a clause. The children´s performance analysis was foregrounded on the psychogenesis of the writing language. Results showed that written products by children with Down´s syndrome involved in current research were similar to those described in the literature for their peers. Development throughout the year was slow and showed that the children´s schooling process demanded more time. In the case of children with Down´s syndrome, learning to write is similar to the process of other children, albeit slower. So that the learning process by children with Down´s syndrome may be guaranteed, adaptations in teaching planning and time stipulated by conventional school programs should be made.