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A metodologia Doman no processo de alfabetização de crianças com deficiência intelectual
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Abstract(s)
Este trabalho de Projeto centra-se na aplicação da metodologia de Glenn Doman no processo de alfabetização de crianças com deficiência intelectual, tendo como principal objetivo avaliar a sua adequação e eficácia neste contexto. A alfabetização, enquanto etapa fundamental do desenvolvimento infantil, apresenta desafios acrescidos para crianças com deficiência intelectual, exigindo abordagens pedagógicas adaptadas às suas necessidades específicas. Assim, este estudo surge da necessidade de explorar metodologias que possam facilitar o processo de ensino e aprendizagem da leitura, promovendo, consequentemente, o sucesso escolar destes alunos. Neste âmbito, a metodologia Doman, que enfatiza a estimulação precoce e o recurso a ferramentas visuais, revela-se uma abordagem promissora. Para a concretização dos objetivos propostos, adotou-se uma abordagem metodológica de natureza qualitativa, recorrendo à observação direta e à planificação de uma ação formativa. Com esse propósito, foi ministrada uma formação com a duração de 2 horas e 25 minutos a uma professora experiente na área da alfabetização, na qual foram apresentados diapositivos explicativos sobre o método Doman e as suas potencialidades no ensino de crianças com deficiência intelectual moderada. Após a formação, a professora aplicou a metodologia com uma criança de 7 anos, utilizando estímulos visuais, nomeadamente flashcards. As interações foram observadas com o intuito de analisar a adequação do método ao processo de aprendizagem. Os resultados obtidos evidenciam que a metodologia Doman, ao privilegiar estímulos visuais e a repetição sistemática, pode contribuir significativamente para o desenvolvimento das competências de leitura e escrita em crianças com deficiência intelectual. Além disso, verificou-se que a personalização do ensino, ajustada às necessidades individuais do aluno, constitui um fator determinante para o aumento do seu envolvimento e progresso na aprendizagem.
This Project Work focuses on the application of Glenn Doman's methodology in the literacy process of children with intellectual disabilities, with the primary objective of assessing its suitability and effectiveness in this context. Literacy, as a fundamental stage of child development, presents additional challenges for children with intellectual disabilities, requiring pedagogical approaches adapted to their specific needs. Thus, this study arises from the need to explore methodologies that can facilitate the teaching and learning process of reading, thereby promoting the academic success of these students. In this regard, the Doman methodology, which emphasizes early stimulation and the use of visual tools, emerges as a promising approach. To achieve the proposed objectives, a qualitative methodological approach was adopted, involving direct observation and the planning of a training session. For this purpose, a training session lasting 2 hours and 25 minutes was conducted with a teacher experienced in literacy instruction. During this session, slides were presented explaining the Doman method and its potential for teaching children with moderate intellectual disabilities. Following the training, the teacher applied the methodology with a 7-year-old child, using visual stimuli, particularly flashcards. The interactions were observed to analyze the suitability of the method in the learning process. The results obtained indicate that the Doman methodology, by prioritizing visual stimuli and systematic repetition, can significantly contribute to the development of reading and writing skills in children with intellectual disabilities. Furthermore, it was found that personalized instruction, tailored to the individual needs of the student, is a determining factor in increasing their engagement and progress in learning.
This Project Work focuses on the application of Glenn Doman's methodology in the literacy process of children with intellectual disabilities, with the primary objective of assessing its suitability and effectiveness in this context. Literacy, as a fundamental stage of child development, presents additional challenges for children with intellectual disabilities, requiring pedagogical approaches adapted to their specific needs. Thus, this study arises from the need to explore methodologies that can facilitate the teaching and learning process of reading, thereby promoting the academic success of these students. In this regard, the Doman methodology, which emphasizes early stimulation and the use of visual tools, emerges as a promising approach. To achieve the proposed objectives, a qualitative methodological approach was adopted, involving direct observation and the planning of a training session. For this purpose, a training session lasting 2 hours and 25 minutes was conducted with a teacher experienced in literacy instruction. During this session, slides were presented explaining the Doman method and its potential for teaching children with moderate intellectual disabilities. Following the training, the teacher applied the methodology with a 7-year-old child, using visual stimuli, particularly flashcards. The interactions were observed to analyze the suitability of the method in the learning process. The results obtained indicate that the Doman methodology, by prioritizing visual stimuli and systematic repetition, can significantly contribute to the development of reading and writing skills in children with intellectual disabilities. Furthermore, it was found that personalized instruction, tailored to the individual needs of the student, is a determining factor in increasing their engagement and progress in learning.
Description
Keywords
Alfabetização Deficiência Intelectual Metodologia Doman Educação Especial Inclusão Escolar Literacy Intellectual Disability Doman Methodology Special Education School Inclusion