RENDIMENTO ACADÊMICO E ADAPTAÇÃO ESCOLAR DE ALUNOS PARTICIPANTES NA MODALIDADE INCLUSIVA DE ENSINO QUE COMBINA SALA REGULAR E SALA DE RECURSOS

ACADEMIC ACHIEVEMENT AND SCHOOL ADAPTATION OF PARTICIPANT STUDENTS IN A TEACHING INCLUSIVE MODALITY THAT COMBINES REGULAR CLASSROOM AND ROOM OF RESOURCES

Silvana Canalhe GARCIA; Tânia Maria Santana DE ROSE

ABSTRACT: The present study intended to delineate the academic profile and the school adaptation of a group of students that participated in a teaching inclusive modality which combines the frequency to regular classroom and to resource room. The participants were nine students from elementary school. The instruments used were: Clay’s Diagnostic of Reading and Writing that evaluates ten reading and writing tasks dominated, in general, by students at the end of the 1st grade; Scholastic Performance Test and Characterization Scale of Student's Classroom Behavior that evaluates the students' relationship with the teacher, classmates and the commitment to the tasks. The results concerning the students' performance in Clay’s Diagnostic of Reading and Writing indicated that only 33% of the students accomplished the writing and reading tasks satisfactorily. It was identified the reading and writing learning dominated by each one of the participants. The results of Scholastic Performance Test showed that the students obtained inferior classification (100% in reading and 78% in writing and arithmetic). The teachers evaluated that 55.5% of the students didn't present relationship problems to them and 33% didn't have problems with the classmates. Regarding to the commitment in the classroom activities, the results indicated that 44% of the students presented more adaptation difficulties. The study raises questions about the possibilities and limitations of a teaching inclusive modality.   

KEY WORDS: inclusion; academic performance; school adaptation.

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