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Navegando por Assunto "Children's literature"

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    A literatura infantil no processo de inclusão de alunos com deficiência auditiva
    (Universidade Federal do Pará, 2019-12) PINTO, Carla Georgia Travassos Teixeira; NUNES, Marcia Cristina Ribeiro Gonçalves
    This paper focuses on an experience of inclusion of deaf students in a regular school, with the impaired hearing deprivation and as a consequence the process of acquisition and development of speech and oral language is delayed. Within this context, language is a crucial element in the subject's linguistic-cognitive development and thus becomes of great relevance in the learning process. In hearing subjects the learning of written language occurs through oral language, however, in the impaired hearing subject, this process suffers a significant delay in both reading and writing, since both are considered abstract productions for them. This study aims to publish through children's literature, possibilities to facilitate the development of interpretation and understanding of texts by subjects who have hearing impairment. The methodology of the present study was developed based on bilingual tendency, with 6 (six) impaired hearing ones, aged 7 to 12 years old, all students of Gabriel Lage da Silva Municipal Elementary School. The methodological course was built in three stages: text reading using Brazilian Sign Language (Libras), role playing and finally textual production. As an evaluative appreciation of the dynamics the respective subjects improve the comprehension and interpretation of text considerably, even with grammatical and syntactic difficulties
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    Livro infantil multiformato em sistema pictográfico: lançando a semente da inclusão pela via literária, em estudo com professores e seus alunos com TEA
    (Universidade Federal do Pará, 2023-12-05) LAGO, Mara Rita Araújo; PIRES, Yomara Pinheiro; http://lattes.cnpq.br/5304797342599931; https://orcid.org/0000-0001-7724-6082; TRUSEN, Sylvia Maria; http://lattes.cnpq.br/1704721088122823
    Children with autism, for the most part, need specific mediation and adaptations that can contribute to their learning, among them the following stand out: the multiformat children's book, studied in this research. Thus, the following research question was addressed: how is the adapted book an important tool to contribute to communication, as observed by the researcher and the professors? This study aims to describe the interaction between children and the multiformat children's book, based on the observations made explicit by the teachers in the research questionnaire. The methodology employed consists of a qualitative approach, the data collection occurred through documentary and bibliographic research and online and face-to-face questionnaires, carried out in a school, in early childhood education, in the municipality of Castanhal Pará, involving as subjects, teachers and their autistic students. The results of this work showed how multiformat children's books can help teachers in the methodological aspects in relation to storytelling for their students with autism, stimulating them in communication, understanding the plot of the narrative that permeates the story, having a positive scope, contributing to broaden their development and learning.
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