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Dislexia: a perspetiva dos professores do 1º ciclo do concelho das Caldas da Rainha
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Abstract(s)
A leitura é um processo complexo, que envolve a descodificação e a interpretação de um conjunto de símbolos impressos. Este ocorre, na maioria das crianças, de um modo agradável e sem esforço, apesar de não ser um processo natural, como a linguagem oral. Todavia, para as crianças com dislexia, o ato de ler torna-se um obstáculo, que é determinante do seu sucesso escolar.
A existência nas escolas, de cada vez mais alunos com dificuldades de aprendizagem específicas, particularmente a dislexia, implica por parte dos professores com turma, a necessidade de refletir, atualizar e de aprofundar os seus conhecimentos nesta área.
O presente trabalho tem como base um estudo histórico-descritivo e pretende averiguar os conhecimentos dos professores do 1º ciclo do concelho das Caldas da Rainha, designadamente dos três agrupamentos de escolas, no âmbito da dislexia, comparando-os com o que a investigação tem dado a conhecer. É essencial que os professores conheçam as características e os comportamentos que as crianças com dislexia apresentam, com a finalidade de melhorar a sua avaliação e intervenção na sala de aula. A orientação metodológica adotada relaciona-se com uma abordagem quantitativa, tendo-se aplicado um questionário de respostas fechadas.
As conclusões indicam que apesar do tempo de experiência influenciar os conhecimentos dos docentes em relação à problemática da dislexia, não são os docentes com mais tempo de serviço que apresentam os scores médios de concordância mais elevados nos itens em que existem diferenças estatisticamente significativas. Quanto às habilitações académicas, constata-se que em geral os docentes pós-graduados apresentam scores médios mais elevados e os docentes com bacharelato apresentam os níveis médios de concordância mais baixos. Ficou também comprovado que os docentes com experiência prévia com alunos disléxicos apresentam os níveis médios de concordância mais elevados. Finalmente os docentes com formação contínua na problemática da dislexia, apresentam scores médios de concordância mais elevados nos itens em que se observaram diferenças com significância estatística entre os docentes com e sem formação contínua em temáticas da dislexia.
Reading is a complex process involving decoding and interpreting a set of printed symbols. This occurs, in the majority of children, in a pleasing and effortless way, despite not being a natural process, such as oral language. However, for children with dyslexia, the act of reading becomes an obstacle, that is critical of their school success. The existence in schools, more and more students with specific learning disabilities, dyslexia particularly implies by teachers with class, the need to reflect, refresh and deepen their knowledge in this area. This study is based on a historical and descriptive study and seeks to ascertain the knowledge of the 1st county cycle teachers of Caldas da Rainha, including the three clusters of schools within the dyslexia, comparing them with what research has given to know. It is essential that teachers know the characteristics and behaviors that children with dyslexia have, in order to improve its assessment and intervention in the classroom. The methodological orientation adopted relates to a quantitative approach, having applied a questionnaire of closed questions. The findings indicate that despite the long experience influence the knowledge of teachers in relation to the issue of dyslexia, there are teachers with more seniority who have average scores higher concordance in the items where there are significant differences. As for academic achievement, it appears that in general post-graduate teachers have higher average scores and teachers with a bachelor degree have average lower levels of agreement. It was also proven that teachers with previous experience with dyslexic students have average higher levels of compliance. Finally teachers with training in the issue of dyslexia, have higher average scores of agreement on the items that were no statistically significant differences among teachers with and without training in topics of dyslexia.
Reading is a complex process involving decoding and interpreting a set of printed symbols. This occurs, in the majority of children, in a pleasing and effortless way, despite not being a natural process, such as oral language. However, for children with dyslexia, the act of reading becomes an obstacle, that is critical of their school success. The existence in schools, more and more students with specific learning disabilities, dyslexia particularly implies by teachers with class, the need to reflect, refresh and deepen their knowledge in this area. This study is based on a historical and descriptive study and seeks to ascertain the knowledge of the 1st county cycle teachers of Caldas da Rainha, including the three clusters of schools within the dyslexia, comparing them with what research has given to know. It is essential that teachers know the characteristics and behaviors that children with dyslexia have, in order to improve its assessment and intervention in the classroom. The methodological orientation adopted relates to a quantitative approach, having applied a questionnaire of closed questions. The findings indicate that despite the long experience influence the knowledge of teachers in relation to the issue of dyslexia, there are teachers with more seniority who have average scores higher concordance in the items where there are significant differences. As for academic achievement, it appears that in general post-graduate teachers have higher average scores and teachers with a bachelor degree have average lower levels of agreement. It was also proven that teachers with previous experience with dyslexic students have average higher levels of compliance. Finally teachers with training in the issue of dyslexia, have higher average scores of agreement on the items that were no statistically significant differences among teachers with and without training in topics of dyslexia.
Description
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor