Práticas desenvolvidas na promoção da leitura e da escrita em alunos com currículo específico individual

: um estudo exploratório

Abstract

The acquisition of reading and writing is assumed as something essential for the integration and full inclusion to society‘s rights. In the context of special education, the promotion of reading and functional writing in students with Individual Specific Curriculum emerge as a valuable and crucial factor, as this is an instrument for personal and social autonomy for these students. Understanding the processes involved in learning is important for the possible adjustments in these children‘s education and it can also prevent greater learning difficulties. This study presents itself with the overall goal (also disintegrated into several specific objectives) to explore strategies for teaching and learning of reading / writing skills used with Individual Specific Curriculum students in the Special Education context. This is a quantitative correlational study, occasionally combined with qualitative approaches. A sample of thirty Special Education teachers answered a questionnaire prepared for this purpose, which, in general, asks teachers to report how often they use a range of strategies and resources for teaching and learning of reading / writing, taking their work with a particular student with an Individual Specific Curriculum as a reference. The results suggest, for example, that students‘s variables (especially family involvement) correlate significantly with the frequency of the use of many more different strategies than the teacher‘s variables, and the weekly time devoted to the development of reading / writing skills do not correlate with the level of student‘s performances. The results are analysed and discussed with the support of the existing literature and the current context of Special Education in Portugal.

Date of Award	11 Jun 2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Maria João Carapeto (Supervisor)