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Contributos para a inclusão de um aluno disléxico
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| 2.87 MB | Adobe PDF |
Abstract(s)
O presente Relatório Final designado “Contributos para a inclusão de um aluno disléxico” foi elaborado no âmbito da Unidade Curricular de Prática Educativa do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. A observação e o processo de intervenção ocorreram durante o estágio do último ano do mestrado. Com a intervenção proposta, buscou-se demonstrar que ao planificar atividades adaptando os materiais, é possível melhorar o nível da leitura e escrita e também, a motivação e o bem-estar dos alunos. Para isso, foram programadas sessões, onde foi possível perceber motivação e o desempenho do aluno face às diferentes atividades.
De acordo com o Decreto-lei 54/2018 o professor do ensino regular deve gerir o currículo, flexibilizando-o e adaptando-o sempre que necessário.
Conclui-se com este trabalho que o docente ao observar, planificar e intervir não apenas ajudou o aluno a superar algumas de suas dificuldades, mas também, enquanto futura professora, ficou com uma visão abrangente de como o aluno pode aprender através de estratégias personalizadas e contextos de cooperação.
This Final Report, entitled ‘Contributions to the inclusion of a dyslexic student’, was drawn up as part of the Educational Practice Curriculum Unit of the Master's Degree in Pre-School Education and Primary School Teaching. The observation and intervention process took place during the final year of the master's programme. The aim of the proposed intervention was to demonstrate that by planning activities and adapting the materials, it is possible to improve the level of reading and writing, as well as the students' motivation and well-being. To this end, sessions were planned in which it was possible to see the student's motivation and performance in relation to the different activities. According to Decree-Law 54/2018, the regular education teacher must manage the curriculum, making it more flexible and adapting it whenever necessary. The conclusion of this work is that by observing, planning and intervening, the teacher not only helped the student to overcome some of his difficulties, but also, as a future teacher, gained a comprehensive view of how the student can learn through personalised strategies and cooperative contexts.
This Final Report, entitled ‘Contributions to the inclusion of a dyslexic student’, was drawn up as part of the Educational Practice Curriculum Unit of the Master's Degree in Pre-School Education and Primary School Teaching. The observation and intervention process took place during the final year of the master's programme. The aim of the proposed intervention was to demonstrate that by planning activities and adapting the materials, it is possible to improve the level of reading and writing, as well as the students' motivation and well-being. To this end, sessions were planned in which it was possible to see the student's motivation and performance in relation to the different activities. According to Decree-Law 54/2018, the regular education teacher must manage the curriculum, making it more flexible and adapting it whenever necessary. The conclusion of this work is that by observing, planning and intervening, the teacher not only helped the student to overcome some of his difficulties, but also, as a future teacher, gained a comprehensive view of how the student can learn through personalised strategies and cooperative contexts.
Description
Keywords
Inclusão Estratégias Específicas Dificuldades de Leitura Papel do Professor e Dislexia inclusion specific strategies reading difficulties the role of the teacher dyslexia