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Advisor(s)
Abstract(s)
Esta investigação debate-se com uma problemática cada vez mais presente na educação: o
ensino de inglês a crianças com perturbação do espetro do autismo. Esta perturbação apresenta
características únicas e pode manifestar-se através das mais variadas formas. É imperativo um
olhar atento sobre essas características e manifestações a fim de traçar um percurso educativo
adequado à criança. O ensino de inglês tem vindo a afirmar-se cada vez mais no sistema
educativo português, marcando presença no 1.º Ciclo do Ensino Básico. Apesar da perturbação
mencionada anteriormente envolver dificuldades nas competências comunicativas, o ensino de
inglês pode surgir como uma mais-valia na vida destas crianças, podendo se afirmar como um
meio de comunicação alternativo destas crianças. Cabe aos professores, com o apoio devido,
traçarem o melhor percurso para que o seu aluno com autismo aprenda a língua inglesa. Este é um
relatório de estágio pedagógico que se insere no âmbito do Mestrado em Ensino de Inglês no 1.º
Ciclo do Ensino Básico. O estudo seguiu vários alunos, desde o 1.º ano escolar até ao 4.º ano, com
enfoque em três alunos com autismo – um do 1.º ano e dois do 4.º ano. Pretende-se identificar
desafios e estratégias sobre o ensino de inglês a crianças com perturbação do espetro do autismo,
assim como reconhecer as perceções de vários grupos de docentes sobre a inclusão destas
crianças. Tenciona-se também explorar os percursos que promovem o sucesso escolar destes
alunos na aprendizagem de inglês, incluindo a conceção de recursos adequados. Foram realizadas
entrevistas e um inquérito por questionário que, juntamente com a observação participante e a
análise documental de planificações de aulas, constituem técnicas de recolha de dados
posteriormente analisados e interpretados, a fim de alcançar respostas.
This research deals with an obstacle that is progressively more present in education: teaching English to children with autism spectrum disorder. This disorder exhibits unique characteristics and can manifest itself in several ways. A watchful observation of such characteristics and manifestations is imperative to chart an appropriate educational path for the child. Teaching English has become increasingly more important in the Portuguese education system, starting in primary school. Although the disorder mentioned above involves difficulties in communicative skills, studying English can be an asset in these children's lives, possibly becoming an alternate means of communication. It is up to the teachers, with adequate support, to plan the best path for their student with autism to learn the English language. This research followed several students, from the 1st to 4th grade, with a focus on three students with autism – one in 1st grade and two in the 4th grade. The aim of this research is to identify challenges and strategies for teaching English to children with autism spectrum disorders, as well as to recognise the insight of various groups of teachers regarding the inclusion of these children. It is also intended to explore the pathways that promote the academic success of these students in learning English, including the design of appropriate resources. Interviews and a questionnaire survey were carried out which, together with participant observation and documentary analysis of lesson plans, constitute data collection techniques that were then analysed to reach a conclusion.
This research deals with an obstacle that is progressively more present in education: teaching English to children with autism spectrum disorder. This disorder exhibits unique characteristics and can manifest itself in several ways. A watchful observation of such characteristics and manifestations is imperative to chart an appropriate educational path for the child. Teaching English has become increasingly more important in the Portuguese education system, starting in primary school. Although the disorder mentioned above involves difficulties in communicative skills, studying English can be an asset in these children's lives, possibly becoming an alternate means of communication. It is up to the teachers, with adequate support, to plan the best path for their student with autism to learn the English language. This research followed several students, from the 1st to 4th grade, with a focus on three students with autism – one in 1st grade and two in the 4th grade. The aim of this research is to identify challenges and strategies for teaching English to children with autism spectrum disorders, as well as to recognise the insight of various groups of teachers regarding the inclusion of these children. It is also intended to explore the pathways that promote the academic success of these students in learning English, including the design of appropriate resources. Interviews and a questionnaire survey were carried out which, together with participant observation and documentary analysis of lesson plans, constitute data collection techniques that were then analysed to reach a conclusion.
Description
Keywords
Ensino de inglês a crianças Perturbação do espetro do autismo Inclusão Teaching English to children Autism spectrum disorder Inclusion
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação