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Dislexia: métodos e técnicas para auxiliar o aluno disléxico no Contexto Escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_Adriana Mello | 913.15 KB | Adobe PDF |
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Abstract(s)
A presente investigação tem como objetivo, analisar os mecanismos de intervenção pedagógica que possam contribuir para melhor desempenho do processo ensino/aprendizagem do aluno disléxico. Para tanto, é necessário primeiramente contextualizar a dislexia que não surge de uma má alfabetização ou por culpa da criança, ela é uma dificuldade de linguagem que deve ser tratada por profissionais especializados, sendo assim, devem ser usados procedimentos didáticos adequados que possibilitam à criança vir a desenvolver todas as suas múltiplas aptidões. Pelo exposto, buscaremos em nossa pesquisa, responder ao seguinte questionamento:
Será que as orientações recomendadas pela investigação com práticas educativas compostas por técnicas e métodos, quando aplicadas a alunos com dislexia, produzem progressos educativos significativos?
E é nesta sequência que nos propusemos investigar a dislexia com o objetivo de contribuir para a formação dos educadores na melhoria do atendimento ao educando disléxico.
Ao final conclui-se que se faz necessário e relevante ter um posicionamento de prontidão e aceitação, com ações e orientações adequadas com métodos e técnicas apropiadas, sabendo que as dificuldades encontradas por cada indivíduo disléxico é um desafio diário, pois cada um possui características individuias complexas. Somente com bastante dedicação e empenho dos professores, dispostos a mudar as suas práticas pedagógicas serão possíveis avanços positivos na vida escolar de um disléxico. O professor tem o papel, a missão de ser um facilitador da aprendizagem e do conhecimento.
The present research aims to analyze the theoretical / practical mechanisms of pedagogical intervention that can contribute to a better performance of the teaching / learning process of the dyslexic student. For this, it is necessary to contextualize dyslexia that does not arise from poor literacy or because of the child's fault, it is a language difficulty that must be dealt with by specialized professionals, and, therefore, appropriate didactic procedures must be used to enable the child to come to develop all of its multiple skills. In response to this, we will seek to answer the following question: Will the guidelines recommended by research with educational practices composed of techniques and methods, when applied to students with dyslexia, produce significant educational progress? And it is in this bias that we set out to investigate dyslexia with the aim of contributing to the education of educators and improving the service to the dyslexic student. At the end, it is concluded that it is necessary and relevant to have a position of readiness and acceptance, with appropriate actions and guidelines with appropriate methods and techniques, knowing that the difficulties encountered by each dyslexic individual is a daily challenge, since each one has individual characteristics complex. Only with enough dedication and commitment of the teachers, willing to change their pedagogical practices that will be possible positive advances in the school life of a dyslexic. The teacher has the role, the mission of being a facilitator of learning and knowledge.
The present research aims to analyze the theoretical / practical mechanisms of pedagogical intervention that can contribute to a better performance of the teaching / learning process of the dyslexic student. For this, it is necessary to contextualize dyslexia that does not arise from poor literacy or because of the child's fault, it is a language difficulty that must be dealt with by specialized professionals, and, therefore, appropriate didactic procedures must be used to enable the child to come to develop all of its multiple skills. In response to this, we will seek to answer the following question: Will the guidelines recommended by research with educational practices composed of techniques and methods, when applied to students with dyslexia, produce significant educational progress? And it is in this bias that we set out to investigate dyslexia with the aim of contributing to the education of educators and improving the service to the dyslexic student. At the end, it is concluded that it is necessary and relevant to have a position of readiness and acceptance, with appropriate actions and guidelines with appropriate methods and techniques, knowing that the difficulties encountered by each dyslexic individual is a daily challenge, since each one has individual characteristics complex. Only with enough dedication and commitment of the teachers, willing to change their pedagogical practices that will be possible positive advances in the school life of a dyslexic. The teacher has the role, the mission of being a facilitator of learning and knowledge.
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Keywords
Dislexia Alunos Leitura Métodos e Técnicas Dyslexia Students Reading Methods and Techniques