Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process

Authors

  • Marco Antonio Melo Franco Universidade Federal de Ouro Preto
  • Leonor Bezerra Guerra Universidade Federal de Minas Gerais

DOI:

https://doi.org/10.5902/1984686X14916

Keywords:

Cerebral Palsy, Pedagogical Practices, Teaching and learning.

Abstract

The aim of this study was to investigate and analyze the dialogue between rehabilitation professionals and educators in the construction and development of pedagogical strategies in the child with cerebral palsy’s education. This is a case study with qualitative methodological approach. Semi-structured interviews were conducted with a teacher of elementary school at the beginning and end of the school year and were held bimonthly meetings between health professionals (rehabilitation) and education (teacher). Were also used data from medical records regarding the child’s attendance at Sarah Network of Hospitals. The data were analyzed considering: the knowledge and pedagogical practices of the teacher on inclusion and cerebral palsy; the results of the dialogue process between the health and education fields, and the teacher’s pedagogical practice. The results identified the conceptual changes of the teacher on the process of inclusion and of cerebral palsy. Changes were identified in the pedagogical practice and the construction of new strategies based on the knowledge acquired during the dialogues.

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Author Biographies

Marco Antonio Melo Franco, Universidade Federal de Ouro Preto

Professor adjunto do Departamento de Educação da Universidade Federal de Ouro Preto (UFOP) e do programa de pós-graduação em Ensino de Ciências/UFOP, Mariana, Minas Gerais, Brasil

Leonor Bezerra Guerra, Universidade Federal de Minas Gerais

Professora Adjunta do Instituto de Ciências Biológicas da Universidade Federal de Minas Gerais e do Programa de Pós-graduação em Neurociências/UFMG, Belo Horizonte, Minas Gerais, Brasil

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Published

2015-05-11

How to Cite

Franco, M. A. M., & Guerra, L. B. (2015). Teaching and learning of children with cerebral palsy: possible pedagogical actions in the literacy process. Special Education Magazine, 28(52), 311–324. https://doi.org/10.5902/1984686X14916

Issue

Revista Educação Especial, v. 28, n. 52, maio/ago. 2015

Section

Continuous Demand

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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).