Mediation strategies for the tale and retelling stories for deaf
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/17172 |
Resumo: | The aim of this study was to describe strategies on mediation activities for tales and retelling stories for deaf students. The participants were two deaf students and their teachers in a kindergarten and at an elementary school in an inland city of São Paulo State. The tales to be worked with have been planned and agreed among the teachers and the researcher. The stories have been adapted by the Picture Communication Symbols (Mayer-Johnson, 2004) and puppets have been used, as well as role playing and presentation of signals in Libras. Continuous recording have been applied and the activities developed in the classroom have been filmed. The data records have been added to the filming data. Triangulation and content analysis have also been done. The following categories and subcategories of analysis were identified: 1- Student participation: deaf students, hearing students; 2- participation of teachers: teacher from kindergarten, elementary school teacher; 3- mode of communication of deaf students: hearing orally, visuospatial, bimodality; 4- communication strategies of mediation: oral language, bimodal communication; 5- resources supported in graphic systems: additional and alternative communication and other resources. Mediation strategies and adopted resources promote better interaction and better participation from both listeners and deaf students within the scheduled activities. However, teaching sign language to students with deafness is considered quite important and also the insertion of the Sign Language interpreter into the context of the classroom. |
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Mediation strategies for the tale and retelling stories for deafEstratégias de mediação para o conto e reconto de histórias para alunos surdosSpecial EducationStorytellingDeaf student.Educação EspecialContação de históriasAluno Surdo.The aim of this study was to describe strategies on mediation activities for tales and retelling stories for deaf students. The participants were two deaf students and their teachers in a kindergarten and at an elementary school in an inland city of São Paulo State. The tales to be worked with have been planned and agreed among the teachers and the researcher. The stories have been adapted by the Picture Communication Symbols (Mayer-Johnson, 2004) and puppets have been used, as well as role playing and presentation of signals in Libras. Continuous recording have been applied and the activities developed in the classroom have been filmed. The data records have been added to the filming data. Triangulation and content analysis have also been done. The following categories and subcategories of analysis were identified: 1- Student participation: deaf students, hearing students; 2- participation of teachers: teacher from kindergarten, elementary school teacher; 3- mode of communication of deaf students: hearing orally, visuospatial, bimodality; 4- communication strategies of mediation: oral language, bimodal communication; 5- resources supported in graphic systems: additional and alternative communication and other resources. Mediation strategies and adopted resources promote better interaction and better participation from both listeners and deaf students within the scheduled activities. However, teaching sign language to students with deafness is considered quite important and also the insertion of the Sign Language interpreter into the context of the classroom.O objetivo desse estudo foi descrever estratégias de mediação em atividades de conto e reconto de histórias para alunos surdos. Participaram da pesquisa dois alunos surdos e suas respectivas professoras, sendo uma da educação infantil e outra do ensino fundamental, de um município do interior de São Paulo. A pesquisadora conversou e planejou em conjunto aos professores os contos que seriam trabalhados. As histórias foram adaptadas por meio Picture Communication Symbols (Mayer-Johnson, 2004) e utilizados fantoches, dedoches, dramatização e apresentação dos sinais em Libras. Foram empregados registro contínuo e filmagens das atividades desenvolvidas em sala de aula. Os dados dos registros foram incorporados aos dados das filmagens, foi feita triangulação e análise de conteúdo. Foram identificadas as seguintes categorias e subcategorias de análise: 1- Participação dos alunos: alunos surdos, alunos ouvintes; 2- participação das professoras: professora de educação infantil, professora de ensino fundamental; 3- modalidade de comunicação dos alunos surdos: oral- auditiva, visoespacial, bimodalidade; 4- estratégias de comunicação da mediadora: língua oral, comunicação bimodal; 5- recursos apoiados nos sistemas gráficos: suplementares e alternativos de comunicação, demais recursos. As estratégias de mediações e os recursos adotados propiciaram maior interação e a participação tanto dos alunos ouvintes como surdos dentro das atividades programadas. No entanto considera-se importante o ensino de Língua de Sinais aos alunos com surdez e a inserção do intérprete de Libras no contexto da sala de aula. Universidade Federal de Santa Maria2016-11-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1717210.5902/1984686X17172Special Education Magazine; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 681-694Revista de Educación Especial; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 681-694Revista Educação Especial; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 681-6941984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/17172/pdfCopyright (c) 2016 Revista Educação Especialinfo:eu-repo/semantics/openAccessTenor, Ana ClaudiaDeliberato, Débora2017-01-13T14:32:36Zoai:ojs.pkp.sfu.ca:article/17172Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2017-01-13T14:32:36Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Mediation strategies for the tale and retelling stories for deaf Estratégias de mediação para o conto e reconto de histórias para alunos surdos |
title |
Mediation strategies for the tale and retelling stories for deaf |
spellingShingle |
Mediation strategies for the tale and retelling stories for deaf Tenor, Ana Claudia Special Education Storytelling Deaf student. Educação Especial Contação de histórias Aluno Surdo. |
title_short |
Mediation strategies for the tale and retelling stories for deaf |
title_full |
Mediation strategies for the tale and retelling stories for deaf |
title_fullStr |
Mediation strategies for the tale and retelling stories for deaf |
title_full_unstemmed |
Mediation strategies for the tale and retelling stories for deaf |
title_sort |
Mediation strategies for the tale and retelling stories for deaf |
author |
Tenor, Ana Claudia |
author_facet |
Tenor, Ana Claudia Deliberato, Débora |
author_role |
author |
author2 |
Deliberato, Débora |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Tenor, Ana Claudia Deliberato, Débora |
dc.subject.por.fl_str_mv |
Special Education Storytelling Deaf student. Educação Especial Contação de histórias Aluno Surdo. |
topic |
Special Education Storytelling Deaf student. Educação Especial Contação de histórias Aluno Surdo. |
description |
The aim of this study was to describe strategies on mediation activities for tales and retelling stories for deaf students. The participants were two deaf students and their teachers in a kindergarten and at an elementary school in an inland city of São Paulo State. The tales to be worked with have been planned and agreed among the teachers and the researcher. The stories have been adapted by the Picture Communication Symbols (Mayer-Johnson, 2004) and puppets have been used, as well as role playing and presentation of signals in Libras. Continuous recording have been applied and the activities developed in the classroom have been filmed. The data records have been added to the filming data. Triangulation and content analysis have also been done. The following categories and subcategories of analysis were identified: 1- Student participation: deaf students, hearing students; 2- participation of teachers: teacher from kindergarten, elementary school teacher; 3- mode of communication of deaf students: hearing orally, visuospatial, bimodality; 4- communication strategies of mediation: oral language, bimodal communication; 5- resources supported in graphic systems: additional and alternative communication and other resources. Mediation strategies and adopted resources promote better interaction and better participation from both listeners and deaf students within the scheduled activities. However, teaching sign language to students with deafness is considered quite important and also the insertion of the Sign Language interpreter into the context of the classroom. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-07 |
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 |
http://periodicos.ufsm.br/educacaoespecial/article/view/17172 10.5902/1984686X17172 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/17172 |
identifier_str_mv |
10.5902/1984686X17172 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/17172/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 681-694 Revista de Educación Especial; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 681-694 Revista Educação Especial; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 681-694 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944200165261312 |