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Authors
Advisor(s)
Abstract(s)
Tendo estado a Língua Inglesa (LI) ao dispor dos alunos do 1ºCiclo do Ensino
Básico como Atividade de Enriquecimento Curricular e sido inserida curricularmente,
no ano letivo 2015/2016, como obrigatória a todos os alunos do 3ºano, torna-se
importante refletir e investigar sobre as especificidades do seu ensino quando se
encontram dificuldades de aprendizagem.
Este estudo de caso centra-se numa problemática real nas nossas escolas - a
dislexia. Segundo Fonseca (1999), esta perturbação compromete a leitura e a escrita,
incluindo a aprendizagem da LI.
Após uma análise da literatura, verificou-se a importância do recurso às
Tecnologias de Informação e Comunicação (TIC) como elemento facilitador no que
concerne à melhoria da aprendizagem de crianças com Necessidades Educativas
Especiais (NEE), tendo sido criados alguns recursos hipermédia para colmatar as
dificuldades de leitura, escrita e psicomotricidade de um aluno diagnosticado como
disléxico, numa escola pública.
Com o presente estudo analisaram-se possíveis contributos das TIC no Ensino da
LI em crianças com dislexia, por forma a desenvolver pistas de possíveis ferramentas
pedagógicas que reforcem a integração e a promoção do sucesso educativo dos
alunos disléxicos.
De maneira a ilustrar melhor o nosso trabalho, utilizou-se um software criado
especificamente para este efeito chamado de "3nglish is fun"! Assim, foi nosso
principal objetivo verificar a eficácia da aplicabilidade deste programa e das suas
atividades didáticas, o que nos permitiu concluir que todas as técnicas e métodos
utilizados tiveram a sua importância para se alcançarem resultados como o
desenvolvimento e evolução das competências do aluno.
Since English Language (EL) was available to students of the 1st cycle of Basic Education as a Curriculum Enrichment Activity and having been inserted curricularly, in the academic year of 2015/2016, as compulsory for all students of the 3rd year, it is important to reflect and to investigate the specification of the English Language teaching when learning difficulties are found. This study focuses on a real problem in our schools - dyslexia. According to Fonseca (1999), this disorder compromises reading and writing, including the learning of the EL. After a research in the literature, it was verified the importance of the use of Information and Communication Technologies (ICT) as a facilitator element in what concerns the improvement of the learning of children with Special Needs (SN). Hypermedia resources were created to overcome the difficulties of reading, writing and psychomotricity of a student diagnosed as dyslexic, in a public school. The present study analyzed possible contributions of ICT in the teaching of EL to children with dyslexia, in order to develop clues of possible pedagogical tools that reinforce the integration and promotion of the educational success of dyslexic students. In order to better illustrate our work, we used a software created specifically for this purpose called "3nglish is fun"! Thus, our main objective was to verify the effectiveness of the applicability of this program and its didactic activities, which allowed us to conclude that all the techniques and methods used had their importance to achieve results such as the development and evolution of the student's competences.
Since English Language (EL) was available to students of the 1st cycle of Basic Education as a Curriculum Enrichment Activity and having been inserted curricularly, in the academic year of 2015/2016, as compulsory for all students of the 3rd year, it is important to reflect and to investigate the specification of the English Language teaching when learning difficulties are found. This study focuses on a real problem in our schools - dyslexia. According to Fonseca (1999), this disorder compromises reading and writing, including the learning of the EL. After a research in the literature, it was verified the importance of the use of Information and Communication Technologies (ICT) as a facilitator element in what concerns the improvement of the learning of children with Special Needs (SN). Hypermedia resources were created to overcome the difficulties of reading, writing and psychomotricity of a student diagnosed as dyslexic, in a public school. The present study analyzed possible contributions of ICT in the teaching of EL to children with dyslexia, in order to develop clues of possible pedagogical tools that reinforce the integration and promotion of the educational success of dyslexic students. In order to better illustrate our work, we used a software created specifically for this purpose called "3nglish is fun"! Thus, our main objective was to verify the effectiveness of the applicability of this program and its didactic activities, which allowed us to conclude that all the techniques and methods used had their importance to achieve results such as the development and evolution of the student's competences.
Description
Keywords
Necessidades Educativas Especiais (NEE) Dislexia Aprendizagem da língua inglesa Tecnologias de Informação e Comunicação (TIC) Software Educativo Special Needs (SN) Dyslexia English language learning Information and Communication Technologies (ICT) Educational Software
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação