Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/2699 |
Resumo: | This article, written based on a series of bibliographical studies, has a purpose to present some possibilities to promote, in the current scenario of scholar inclusion, the linguistic and cognitive development of children with Intellectual Disability. For this, take as basic premise the vygot skian conception, according to which the language, considered here mainly in its oral form, is a higher psychological function, able to integrate and constitute other functions of the human intellect, providing thereby the emergence of complex intellectual skills. Therefore, it is very important stimulus to verbal interactions in common school, in different contexts and educational situations, in order to enable students with and without such disability the appropriation of the elaborated discourse, with the resulting symbolic domain of the word. Methodologically, such situations are thought in terms of activities that teachers can develop with children’s kindergarten and first grades of elementary school. The suggested activities are denominated by: Practice Activity, Ludic Activity, Graphic-Pictorial Activity, Virtual Activity, and Verbal Activity. In their totality, is demonstrated that they can take students with Intellectual Disability to a greater understanding of the intricate play of abstractions, generalizations and symbolizations presents in the language, allowing them, thereby, higher forms of conduct as the verbal and logical regulation of their own thinking. |
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Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusionAtividades linguísticas e cognitivas para alunos com deficiência intelectual: proposta metodológica na inclusão escolarLinguistic developmentCognitionIntellectual disability.This article, written based on a series of bibliographical studies, has a purpose to present some possibilities to promote, in the current scenario of scholar inclusion, the linguistic and cognitive development of children with Intellectual Disability. For this, take as basic premise the vygot skian conception, according to which the language, considered here mainly in its oral form, is a higher psychological function, able to integrate and constitute other functions of the human intellect, providing thereby the emergence of complex intellectual skills. Therefore, it is very important stimulus to verbal interactions in common school, in different contexts and educational situations, in order to enable students with and without such disability the appropriation of the elaborated discourse, with the resulting symbolic domain of the word. Methodologically, such situations are thought in terms of activities that teachers can develop with children’s kindergarten and first grades of elementary school. The suggested activities are denominated by: Practice Activity, Ludic Activity, Graphic-Pictorial Activity, Virtual Activity, and Verbal Activity. In their totality, is demonstrated that they can take students with Intellectual Disability to a greater understanding of the intricate play of abstractions, generalizations and symbolizations presents in the language, allowing them, thereby, higher forms of conduct as the verbal and logical regulation of their own thinking. O presente artigo, elaborado com base em uma série de estudos bibliográficos, tem como objetivo apresentar algumas possibilidades didáticas para se promover, no atual cenário de inclusão escolar, o desenvolvimento linguístico e cognitivo de crianças com Deficiência Intelectual. Para tanto, toma-se como premissa básica a concepção vigotskiana, segundo a qual a linguagem, aqui considerada, sobretudo, em sua modalidade oral, é uma função psicológica superior, capaz de integrar e constituir as demais funções do intelecto humano, proporcionando, desse modo, a emergência de habilidades intelectuais complexas. Por isso, considera-se de suma importância o estímulo às interações verbais na escola comum, em diferentes contextos e situações pedagógicas, de maneira a se possibilitar aos alunos com e sem essa deficiência a apropriação do discurso elaborado, com o consequente domínio simbólico da palavra. Metodologicamente, tais situações são pensadas em termos de atividades que o professor pode desenvolver com crianças da Educação Infantil e das séries iniciais do Ensino Fundamental. As atividades sugeridas são assim denominadas: Atividade Prática, Atividade Lúdica, Atividade Gráfico-Pictórica, Atividade Virtual e Atividade Verbal. Em sua totalidade, demonstra-se que elas podem levar os alunos com Deficiência Intelectual a uma maior compreensão sobre o intricado jogo de abstrações, generalizações e simbolizações presentes na linguagem, permitindo-lhes a conquista de formas superiores de conduta, como a regulação verbal e lógica do próprio pensamento. Palavras-chave: desenvolvimento da linguagem. cognição. deficiência intelectual. Universidade Federal de Santa Maria2011-10-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/269910.5902/1984686X2699Special Education Magazine; Revista Educação Especial, v. 24, n. 40, maio/ago. 2011; 233-244Revista de Educación Especial; Revista Educação Especial, v. 24, n. 40, maio/ago. 2011; 233-244Revista Educação Especial; Revista Educação Especial, v. 24, n. 40, maio/ago. 2011; 233-2441984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/2699/2441Bezerra, Giovani FerreiraAraujo, Doracina Aparecida De Castroinfo:eu-repo/semantics/openAccess2014-05-09T18:38:47Zoai:ojs.pkp.sfu.ca:article/2699Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-05-09T18:38:47Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion Atividades linguísticas e cognitivas para alunos com deficiência intelectual: proposta metodológica na inclusão escolar |
title |
Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion |
spellingShingle |
Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion Bezerra, Giovani Ferreira Linguistic development Cognition Intellectual disability. |
title_short |
Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion |
title_full |
Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion |
title_fullStr |
Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion |
title_full_unstemmed |
Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion |
title_sort |
Linguistic and cognitive activities for students with intellectual disabilities: a methodological proposal in the school inclusion |
author |
Bezerra, Giovani Ferreira |
author_facet |
Bezerra, Giovani Ferreira Araujo, Doracina Aparecida De Castro |
author_role |
author |
author2 |
Araujo, Doracina Aparecida De Castro |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bezerra, Giovani Ferreira Araujo, Doracina Aparecida De Castro |
dc.subject.por.fl_str_mv |
Linguistic development Cognition Intellectual disability. |
topic |
Linguistic development Cognition Intellectual disability. |
description |
This article, written based on a series of bibliographical studies, has a purpose to present some possibilities to promote, in the current scenario of scholar inclusion, the linguistic and cognitive development of children with Intellectual Disability. For this, take as basic premise the vygot skian conception, according to which the language, considered here mainly in its oral form, is a higher psychological function, able to integrate and constitute other functions of the human intellect, providing thereby the emergence of complex intellectual skills. Therefore, it is very important stimulus to verbal interactions in common school, in different contexts and educational situations, in order to enable students with and without such disability the appropriation of the elaborated discourse, with the resulting symbolic domain of the word. Methodologically, such situations are thought in terms of activities that teachers can develop with children’s kindergarten and first grades of elementary school. The suggested activities are denominated by: Practice Activity, Ludic Activity, Graphic-Pictorial Activity, Virtual Activity, and Verbal Activity. In their totality, is demonstrated that they can take students with Intellectual Disability to a greater understanding of the intricate play of abstractions, generalizations and symbolizations presents in the language, allowing them, thereby, higher forms of conduct as the verbal and logical regulation of their own thinking. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-10-27 |
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/2699 10.5902/1984686X2699 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/2699 |
identifier_str_mv |
10.5902/1984686X2699 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/2699/2441 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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. 24, n. 40, maio/ago. 2011; 233-244 Revista de Educación Especial; Revista Educação Especial, v. 24, n. 40, maio/ago. 2011; 233-244 Revista Educação Especial; Revista Educação Especial, v. 24, n. 40, maio/ago. 2011; 233-244 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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1799944198292504576 |