Análise funcional como instrumento de inclusão no ensino de língua estrangeira.
Fecha
2004-08-30Autor
Sousa, Frances Diana Tornabene de
Metadatos
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The objective of this study was to implement and evaluate the effects of a workshop for
English language teachers in how to plan teaching strategies based on a functional
analysis of the student s performance. An underlying supposition was that teaching
centered on student needs could result in academic and social inclusion for students as a
by product of learning achievement. The workshop was taught in two modules, the first
to supply a conceptual base on learning differences and special educational needs and
the second to supply a conceptual base and teach functional analysis skills. The
researcher made a functional analysis of the data from observation of classes taught by
participants before the workshop. The analysis focused on the repeated errors made by
students, the conditions which may have produced their occurrence and possible
alternatives to change these conditions. In some cases, changes were implemented and
their effect was successful in students overcoming errors. Participants were seven
teachers in a private English language school. Two instruments to evaluate sense of
efficacy as a teacher (TES) and sense of responsibility for student achievement (RSA),
were applied before and after the second workshop module. Interviews with the
teachers were conducted one year after the conclusion of the workshop. The results of
the standard instruments showed that teachers presented intermediate or elevated levels
of sense of teacher efficacy and responsibility for student achievement at the beginning
of the study, most probably due to the established standards and constant supervision of
their teaching. Significant change was not observed in the final scores at the end of the
workshop. In accordance with the interviews, two participants related improvement in
performance for students who presented learning difficulties, as a result of using new
teaching strategies based on a functional analysis of student performance. The
limitations of the workshop are discussed, particularly in terms of its brief duration and
the necessity for a longer period for teaching practice, to maximize the effects on
teacher practice. The necessity for evaluation instruments which focus more directly on
the skills targeted by the training were also discussed.