Efeitos da dramatização sobre compreensão oral de histórias infantis por alunos com deficiência auditiva.
Abstract
The scholar integration proposal demands that the school organize itself to facilitate the
access for students with hearing impairment to the curriculum, allowing them, under those
circumstances, to have educational opportunities to reach enough knowledge to perform
their citizenship. The educational needs of these students demand effort of educators
providing them a flexibility of the instruction resources, making feasible the opportunities
of learning that take into account their singularity, especially related to communication.
This paper had as the main objective an assessment to evaluate the effectiveness of the use
of fairy tale dramatization, as an educational strategy to provide an improvement of the oral
comprehension of stories for five students with hearing impairment, aged between 7 and
13, enrolled on a public school. It was used an experimental multiple baseline design
between individuals, which started with an assessment of previous knowledge that each
participant had; hearing impairment, previous knowledge about the fairy tale, followed by
the participation of each one in a training with a pedagogical activity and in the end a
dramatization related to the fairy tale. These activities were performed by each student in
different moments, in a same group composed of four no-hearing-impairment participants.
The data were collected by video and/or tape recordings. One statistical descriptive analysis
was applied, by comparing the previous knowledge that each student with hearing
impairment had about the fairy tale, before and after the achievement of both pedagogical
activities and dramatization. The results showed that the participants who had been exposed
to the two posterior interventions showed more improvement in performing the assessment
tests of the fairy tale oral comprehension, as much in the evaluations accomplished after the
introduction of the pedagogical support activity as after the dramatization activity.
Although the two interventions had promoted improvement in this performance, there were
differences in the magnitude of the change when it was compared with each individual
among themselves, or in the student himself, the effect of the two strategies (pedagogical
support and dramatization). The inter and intra-individual rate differences suggest that
individuals benefited themselves in different ways when the two teaching strategies were
used, and it seems to point toward that there is no superiority of one strategy over another,
what implies the importance in diversifying the teaching instruction to fulfill the individual
particularities in learning condition of students with hearing impairment.