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CONSTRUCTION AND EVALUATION OF THE IMPACT OF A METATEXTUAL TEACHING PROGRAM TO DEVELOP THE WRITTEN NARRATIVE OF STUDENTS WITH INTELLECTUAL DISABILITIES

Grant number: 16/00146-3
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): May 01, 2016
Effective date (End): June 30, 2020
Field of knowledge:Humanities - Education - Specific topics in Education
Principal researcher:Jáima Pinheiro de Oliveira
Grantee:Ana Paula Zaboroski Oleinik
Home Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

This research has as general objective to verify the efficacy of a metatextual teaching program, implemented by teachers of the Specialized Educational Services (SES), for the production of narratives written by students with intellectual disabilities. The specific objectives are: 1) to identify, together with the SES teachers and the common room, the pedagogical resources and teaching strategies used to work on the production of written narratives with students; 2) to present, orient and implement the metatextual strategies of the teaching program, with the SES teachers, which are stimuli and effective consequences for the production of narratives written by students with intellectual disabilities; 3) to verify the occurrence of the generalization of the production of narratives written by these students in the context of the common room. Three students with intellectual disabilities will be part of this research, two professors responsible for SES of these students and their respective teachers of the common room. This research will be developed in the dependencies of a municipal public school in a city in the interior of the State of Paraná, where the SES service is offered. The research will be characterized by the experimental design multiple baseline intrassujeitos associated with the mobile criterion. The identification, together with the SES teachers and the common room, of the pedagogical resources and teaching strategies used to work on the production of written narratives with students with intellectual disabilities will be carried out by interviewing and observing the pedagogical practice. The metatextual teaching program will be presented and oriented to the SES teachers by the researcher during three study meetings. The implementation of the teaching program will be characterized by the experimental design multiple baseline intrassujeitos associated with the mobile criterion. After the stabilization of the baseline will begin the implementation of the teaching program (experimental condition). This research will consist of four subphases, corresponding to the elements that compose the story: scenario, theme, plot and resolution. Each subphase corresponds to a value (score) of the written narrative produced by students, established as a performance criterion. Thus, each subphase will have a specific performance criterion required as a condition to advance to the next subphase. The performance in the written narratives observed in each student will be monitored in the control (baseline) and experimental (teaching program) conditions of the research. The baseline will consist of investigations of the domain of the written narrative scheme of students with intellectual disabilities regarding the structure and organization of the stories. The analysis of students' written narratives will involve the analysis of the presence or absence of the elements that make up the structure and organization of history and the classification of written narratives according to the elements. The teaching program will involve metatextual strategies and will be divided into four subphases corresponding to the elements that constitute a history: 1) scenario; 2) theme; 3) plot and, 4) resolution. This teaching program will be implemented by teachers working in the ESA with three students with intellectual disabilities. The researcher will follow the implementation of the teaching program through filming and field notes. To verify the occurrence of the generalization of the production of narratives written by these students in the context of the common room will be used the technique follow up, after one month of the end of the implementation of the program of metatextual teaching for each student with intellectual disability. In the common room, together with all the students in the class, the researcher will ask everyone to write a story, under the same conditions as the baseline. An analysis of written narratives produced by students wi

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Academic Publications
(References retrieved automatically from State of São Paulo Research Institutions)
OLEINIK, Ana Paula Zaboroski. Construction and evaluation of the impact of a metatextual teaching program to develop written narrative in students with intellectual disabilities. 2020. Doctoral Thesis - Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília Marília.

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