Análise de um programa de autorregulação para alunos com dificuldades de aprendizagem
Figueiredo, Mirela de Oliveira
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The students with learning difficulties have failures in integrating perceptual, memory, thought, language, in one or more aspects of self-regulation of learning and does not have and/or making use of appropriate and active repertoire of skills for learning. These students have as a consequence a limitation or impediment for learning reading, writing, arithmetic and social skills. The causes for these difficulties are related to the subject learning and physical and/or social environment of school and/or family. The objectives of this study were develop and evaluate the effectiveness of an intervention for students with learning difficulties enrolled in primary municipal school. This study adopted the quasi-experimental design of the type pre-and post-test. Instruments were applied Motor Development Scale (EDM), Competency Test Reading Words and Pseudowords (TCLPP) and two checklists elaborated for assess aspects of learning, self-regulation, behavioral and emotional in students aged 7-8 years. The students were nominated by teachers and had scores below average in the indicated tests. From the results was prepared an intervention plan consisting of the reading of the book Trick of the Yellow and activities that stimulate the skills required for the acquisition and development of self-regulated learning. The materialisation of the intervention lasted 4 months, students are assessed before, during and at the end of the intervention. The JT Method was adopted for data analysis and verification of occurrence of positive changes reliable and clinically relevant. The results indicate the occurrence of clinically significant changes in reading, the body schema and spatial orientation in 27 students. There were also positive changes in aspects behavioral, emotional and self-regulatory of these students. Were found and discussed some limitations in Brazilian educational policies directed to students with special educational needs. The results show the effectiveness of the intervention in promoting self-regulatory skills in the psychomotor acquisitions necessary for the development of self-regulated learning and minimizing learning difficulties presented by the students. Finally, the study provides elements that support targeted interventions for students with learning disabilities as well as educational practices. It becomes clear that for effective school inclusion of students with learning difficulties is necessary that the proper educational inclusion policy breaks with the tendency to devote to pupils with disabilities and pass to consider other changes in development also integrate the daily life of children who attend school and are not considered in the universe of "special educational needs".