Perceptions of students with intellectual disabilities in remote teaching
Reflections on language
DOI:
https://doi.org/10.46230/2674-8266-12-4370Keywords:
Inclusion, Intellectual disabilities, Context study, Pedagogical strategies, Reading and writing difficultiesAbstract
The remote teaching adopted as a result of the advent of the new coronavirus pandemic led school institutions to rethink their pedagogical practices. Regarding the teaching of people with intellectual disabilities (ID), considering that their difficulties experienced in school life may be enhanced, the use of alternative pedagogical strategies to promote inclusion is essential. Thus, this study presented an overview of the reality of two students with ID in relation to their difficulties, pedagogical adaptations and family support for their studies. To this purpose, a context study was conducted in order to survey these students' perceptions about their learning in order to propose possible inclusive actions in face of remote teaching. In addition, a student was accompanied throughout a school subject, taking into consideration the data obtained from the application of the context study. We verified that the main difficulties encountered by the students were related to reading and writing skills and that these obstacles may be solved through continuous monitoring, as well as the use of diversified methodological approaches, prioritizing the use of images. We found that a differentiated look by the teacher and a constant dialogue with the student with ID play a fundamental role in making their inclusion effective, providing new ways of acquiring knowledge and ensuring teaching that meets their needs.
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