Banca de DEFESA: ERIKA LAÍS DA CRUZ VASCONCELOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ERIKA LAÍS DA CRUZ VASCONCELOS
DATE: 06/08/2025
TIME: 14:00
LOCAL: Centro de Educação
TITLE:

INCLUSIVE PEDAGOGICAL PRACTICES IN ENGLISH LANGUAGE TEACHING FOR STUDENTS WITH DOWN SYNDROME

KEY WORDS:

Special education. Down syndrome. English Language Teaching. Pedagogical Practices. Learning Trails.

PAGES: 133
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

The teaching of English as a Foreign Language to students with Down syndrome in public elementary schools presents several challenges and is often ineffective due to the lack of inclusive pedagogical strategies and methodologies tailored to the specific educational needs of these students. This research aims to develop inclusive didactic sequences that can make English language learning more meaningful for students with Down syndrome through the creation of personalized learning pathways. The students’ personal learning environment, understood as the set of elements that compose their experiences, interests, communication styles, ways of interacting with the world, cognitive and affective abilities, and sensory preferences, will serve as the foundation for the strategies to be applied. In addition, assistive technologies, particularly those supporting language acquisition (such as educational software, interactive digital games, image-based flashcards, adapted memory games, and concrete visual materials), will be integrated into classroom instruction. This study adopts a qualitative, intervention-based approach, with data generated through participant observation, photographic records, field notes, and the application of pre- and post-tests with the students involved. The theoretical framework is interdisciplinary and structured around three main axes: the principles of Special Education within the perspective of Inclusive Education, which aim to guarantee access, retention, and learning for all students (Brazil, 2008, 2013; Maciel e Kassar, 2011); the specific characteristics of Down syndrome and their implications for English language teaching and learning, with a focus on both challenges and strengths (Buckley, 1993, 1995, 2002; Dinis, 2013; Kumin, 2008; Lara et al., 2023; Miller et al., 2010; Troncoso e Cerro, 2004); and, finally, the concept of investigative teaching sequences as a foundation for designing the learning pathways (Castellar e Machado, 2016). Through the integration of personal learning environments and assistive technology in the Learning Pathways, this study seeks to contribute to the development of more inclusive and effective pedagogical practices, thereby promoting a more equitable and meaningful educational experience for all students. The positive impact of these strategies may extend beyond the classroom, positively influencing the lives of these students in various social and professional contexts.

COMMITTEE MEMBERS:
Presidente - 2313711 - FLAVIA ROLDAN VIANA
Interna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - ROSYCLÉA DANTAS SILVA - UFPB