The construction of writing in children with down´s syndrome in conventional schools

Authors

  • Ana Aparecida de Oliveira Machado Barby Departamento de Educação da Universidade Estadual do Centro-Oeste - UNICENTRO, Guarapuava, Pr.
  • Sandra Regina Kirchner Guimarães Programa de Pós-Graduação em Educação da Universidade Federal do Paraná
  • Carla Luciane Blum Vestena Departamento de Educação da Universidade Estadual do Centro-Oeste - UNICENTRO, Guarapuava, Pr.

DOI:

https://doi.org/10.5902/1984686X19944

Keywords:

Down's syndrome, Reading and writing, Inclusion

Abstract

Current research investigates performance in the writing production of four children with Down´s syndrome in regular classes of the primary school in Guarapuava, Pr., Brazil. Two written samples from each participating child at two different instances during the scholastic year were collected. Written test comprised four separate words and a clause. The children´s performance analysis was foregrounded on the psychogenesis of the writing language. Results showed that written products by children with Down´s syndrome involved in current research were similar to those described in the literature for their peers. Development throughout the year was slow and showed that the children´s schooling process demanded more time. In the case of children with Down´s syndrome, learning to write is similar to the process of other children, albeit slower. So that the learning process by children with Down´s syndrome may be guaranteed, adaptations in teaching planning and time stipulated by conventional school programs should be made.

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Author Biographies

Ana Aparecida de Oliveira Machado Barby, Departamento de Educação da Universidade Estadual do Centro-Oeste - UNICENTRO, Guarapuava, Pr.

Doutora em Educação pela Universidade Federal do Paraná. Professora do Departamento de Pedagogia da Universidade Estadual do Centro-Oeste - UNICENTRO, Pr.

Sandra Regina Kirchner Guimarães, Programa de Pós-Graduação em Educação da Universidade Federal do Paraná

Doutora em Psicologia pela Universidade de São Paulo – USP. Professora permanente do Programa de Pós-Graduação em Educação da Universidade Federal do Paraná – UFPR.

Carla Luciane Blum Vestena, Departamento de Educação da Universidade Estadual do Centro-Oeste - UNICENTRO, Guarapuava, Pr.

Doutora em Educação pela Universidade Estadual Paulista Júlio de Mesquita Filho. Professora do Departamento de Pedagogia da Universidade Estadual do Centro-Oeste – UNICENTRO, Pr.

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Published

2017-04-11

How to Cite

Barby, A. A. de O. M., Guimarães, S. R. K., & Vestena, C. L. B. (2017). The construction of writing in children with down´s syndrome in conventional schools. Special Education Magazine, 30(57), 219–234. https://doi.org/10.5902/1984686X19944

Issue

Revista Educação Especial, v. 30, n. 57, jan./abr. 2017

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).