Desenvolvimento da linguagem no jardim de infância em crianças com NEE
: um estudo de caso

  • Maria Virgínia Moreira Oliveira (Student)

Student thesis: Master's Thesis

Abstract

In general, the process of language acquisition takes place naturally in the child's life. However, recognized its importance for the present and future psychosocial adaptation of the child, some have underlined the importance of identifying potential difficulties or delays in language development and promote the skills at the level of preschool education. In this context, this is a case study that has the objective of characterizing the diversity of language skills of a preschool child with an indication of delayed language development, and to assess the impact of a program to stimulate the language development in school context. The main participants are a 7 year old with developmental difficulties of language and the educator who designed and implemented a program for the acquisition of 11 linguistic behaviors (33 sessions). Also the mother, the main educator, a special education teacher and speech therapist provided information. The data collection took place in three phases, namely before, during and after the implementation of the program. As instruments of data collection were used the interview, Registration List of Behaviors – Language from the Program Portage, Test for the Identification Language Skills, Assessment Test of Articulation Skills, performance assessment in the sessions and analysis of the scholar individual documents. The pre-program assessment suggests delay in language development on the semantics, morphosyntactic and phonoarticulatory dimensions, and not so much on the pragmatic dimension, delay possibly associated with problems of their physical health and sociofamiliar factors. The evaluation during the sessions suggests positive developments in 7 of the 11 language objectives. Comparing the language skills before and after the program, shows a positive progression especially in terms of the lexical and morphosyntactic knowledge and, albeit less significant, at the phonoarticulatory abilities. The results are discussed as well as some limitations of this study.
Date of Award2014
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorMaria João Carapeto (Supervisor)

Keywords

  • Language development
  • Language disorders
  • Early intervention
  • Pre school

Designation

  • Mestrado em Ciências da Educação: Educação Especial

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