Construção, implementação e avaliação de um programa de alfabetização tecnológica multissensorial para alunos incluídos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

This study aims: to build, implement and evaluate a Multissensorial Technological Literacy Program, built from the essential components of different methods and procedures of literacy, focused on students included in regular class, exploring different sensory modalities, because it unites hearing (phonological awareness), vision (pictograms), taste (flavor and stimuli) and tactile- synesthetic (touch, move), thus enriching their appropriation with computer games. Students who participated in this research are in condition: Intellectual Disabilities, Conduct Disorder, Dyslexia and Dislalia, all includes the final series of the Elementary School, a public school in a medium-sized city in the state of São Paulo. The Program for Technological Literacy Multissensorial was outlined in seven steps: acquisition of vowels, phonemes deaf, phonemes, digraphs, archiphonemes, consonant cluster with /r/ and the consonant group with /l/. The interventions were divided into three sessions a week, remaining for 45 to 60 minutes in a classroom. The data show that there was an average use of participants in relation to pre-test compared to post-test, and was at Stage II: 77% to 97%, Stage III: 64% to 83%, Stage IV: from 22% to 69%; Stage V: 14% to 57%, Stage VI: 63% to 96%, and in Stage VII: 45% to 78%. Based on the results, it is suggested that this study be reapplied with a different population and greater number of participants.

ASSUNTO(S)

inclusion consciência fonológica special education educacao especial alfabetização evaluation of procedure. ensino fundamental avaliação de procedimento literacy inclusão escolar elementary school phonological awareness

ACESSO AO ARTIGO

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