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Comunicar para ensinar: Práticas inclusivas no ensino da língua inglesa a alunos com perturbação do espetro do autismo
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Este estudo analisa a relação entre o autismo, a linguagem e a comunicação, no âmbito da aprendizagem de uma língua estrangeira, designadamente do inglês. O autismo frequentemente apresenta desafios únicos na aquisição da linguagem e na comunicação, decorrentes de dificuldades em interação social, expressão verbal e processamento sensorial. Paralelamente, a aprendizagem de uma língua estrangeira introduz complexidades cognitivas e sociais adicionais, tais como: dupla carga cognitiva, processamento linguístico adicional, flexibilidade cognitiva, mudança de rotinas e imprevisibilidade, competência pragmática diferente e a exposição a ambientes sensorialmente exigentes. Esta pesquisa visa identificar e perceber estratégias de ensino adaptadas às necessidades dos alunos com autismo, promovendo as suas competências linguísticas e comunicativas em inglês. Como tal, esta investigação procura contribuir para os campos da educação linguística e da pedagogia inclusiva, propondo metodologias que atendam às dimensões linguísticas e sensoriais do autismo. Apesar da perturbação mencionada previamente envolver dificuldades nas competências comunicativas, o ensino de inglês pode surgir como uma mais-valia na vida destes alunos dado que promove a comunicação funcional, desenvolve competências sociais de forma segura e estruturada e estimula o desenvolvimento cognitivo.
O presente relatório de estágio pedagógico integra o percurso formativo do Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico e tem como contexto de investigação a PES que se realizou numa escola básica do 1º CEB do Grande Porto. O presente estudo seguiu o percurso escolar de 4 alunos com autismo – 1 aluno do 1º ano, um aluno do 3º ano e dois alunos do 4ºano. Pretende-se assim identificar os desafios e as estratégias relacionadas com o ensino de inglês a crianças com perturbação do espetro do autismo, bem como analisar as perceções dos docentes de ensino básico acerca da inclusão destes alunos. Foram realizados inquéritos por questionário, entrevistas e que juntamente com observação participante, lecionação de aulas, descrição de aulas e análise de planos de aula bem como notas de campo, constituem técnicas de recolha de dados posteriormente analisados e interpretados a fim de alcançar respost
This study analyses the relationship between autism, language and communication in the context of learning a foreign language, namely English. Autism often presents unique challenges in language acquisition and communication, stemming from difficulties in social interaction, verbal expression and sensory processing. At the same time, learning a foreign language introduces additional cognitive and social complexities, such as double cognitive load, additional linguistic processing, cognitive flexibility, change of routines and unpredictability, different pragmatic competence, and exposure to sensory-demanding environments. This research aims to identify and understand teaching strategies adapted to the needs of students with autism, promoting their linguistic and communicative skills in English. As such, this research seeks to contribute to the fields of language education and inclusive pedagogy, proposing methodologies that address the linguistic and sensory dimensions of autism. Although the disorder involves difficulties in communication skills, teaching English can be an asset in the lives of these students as it promotes functional communication, develops social skills in a safe and structured way, and stimulates cognitive development. This pedagogical internship report is part of the Master's Degree in English Teaching in the 1st Cycle of Basic Education and has as its research context the PES that took place in a primary school in the 1st CEB of Greater Porto. This study followed the school career of four students with autism – one 1st-year student, one 3rd-year student and two 4th-year students. The aim is to identify the challenges and strategies related to teaching English to children with autism spectrum disorder, as well as to analyse primary school teachers' perceptions of the inclusion of these students. Questionnaires and interviews were conducted, which, together with participant observation, teaching lessons, lessons description with lesson plan analysis and field notes, constitute data collection techniques that were subsequently analysed and interpreted in order to obtain answers.
This study analyses the relationship between autism, language and communication in the context of learning a foreign language, namely English. Autism often presents unique challenges in language acquisition and communication, stemming from difficulties in social interaction, verbal expression and sensory processing. At the same time, learning a foreign language introduces additional cognitive and social complexities, such as double cognitive load, additional linguistic processing, cognitive flexibility, change of routines and unpredictability, different pragmatic competence, and exposure to sensory-demanding environments. This research aims to identify and understand teaching strategies adapted to the needs of students with autism, promoting their linguistic and communicative skills in English. As such, this research seeks to contribute to the fields of language education and inclusive pedagogy, proposing methodologies that address the linguistic and sensory dimensions of autism. Although the disorder involves difficulties in communication skills, teaching English can be an asset in the lives of these students as it promotes functional communication, develops social skills in a safe and structured way, and stimulates cognitive development. This pedagogical internship report is part of the Master's Degree in English Teaching in the 1st Cycle of Basic Education and has as its research context the PES that took place in a primary school in the 1st CEB of Greater Porto. This study followed the school career of four students with autism – one 1st-year student, one 3rd-year student and two 4th-year students. The aim is to identify the challenges and strategies related to teaching English to children with autism spectrum disorder, as well as to analyse primary school teachers' perceptions of the inclusion of these students. Questionnaires and interviews were conducted, which, together with participant observation, teaching lessons, lessons description with lesson plan analysis and field notes, constitute data collection techniques that were subsequently analysed and interpreted in order to obtain answers.
Descrição
Palavras-chave
Autismo Aquisição da linguagem Comunicação Educação inclusiva Língua estrangeira Autism Language acquisition Communication Inclusive education Foreign language
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação
Licença CC
Sem licença CC