Escolarização de aluno com síndrome de Down na escola : um estudo de caso
Resumo
Currently the Down syndrome challenge the school and educators to outline new methodologies and
pedagogical practices. Consequently, the teacher is an important mediator to conception internalization,
which will be acquired. This way, the objective of this study was analyze written language of a down
syndrome’s student in the inclusive classroom context. In addition, as specifics objectives: a) observe the
teaching strategies used by the teacher of regular classroom to teach the reading and writing and b)
analyze the writing production of the Down syndrome’s student. In this direction, the present study it is
qualitative and it is guided in a case study, had as reference the historical-cultural theoretical approach
and the dates were collected in a regular classroom second grade in the elementary school. The
instruments used were a semi-structured interview and a semi structured used with the teacher of the
classroom, participant observation and photographs of the school production of student during the
classes. The results has showed an initial and continue training need for teacher who have in their
classrooms students with Down syndrome, and with it, thinking with new strategies, because, as was
evidence in this research the literacy activities for those students are guided for repetition and
memorization techniques. In addition, few different activities were developed with the student been a
lagged literacy processes. The written production of the student analyzed, indicated that despite not be
literate, the participant student started to attribute signification for your draws, that it is a step for written
language acquisition.