case study dyslexia crtic mirandela 2013
DESCRIPTION
Case study on the use of assistive technology by a pupil with dyslexia, elaborated by CRTIC Mirandela in 2013, in the scope of European project SENnetTRANSCRIPT
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SENnet PROJECTCase Study– CRTIC Mirandela
Application of different methodologies in
the school path of a pupil with dyslexia
Mirandela, June 2013
Elaborated by Luísa Pratas and Irene Miranda
Escola Secundária Emídio Garcia
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Study Objectives
Global Objective
►To verify the impact of the application of educational measures for the learning success of a pupil with dyslexia
Specific Objectives
►To apply different strategies to promote learning success► To use assistive technologies for alternative communication in reading► To provide individualized support in the subjects she reveals more difficulties
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CRTIC MirandelaGeographic location
► Basic School and kindergarten of Carvalhais - Mirandela
Aims
► To assess pupils’ needs concerning assistive technologies► To monitor the use of assistive technologies in the teaching and learning process► To inform, train and advise the school community in the scope of special education and assistive technologies► To create tools for the use of assistive technologies, adapting them to particular situations► To establish partnerships and agreements
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Bragança town
► Rich historic heritage: Castle and fortress, Domus Municipalis, Pillory, Museums, Churches, etc;
► Gastronomy highlights: Montesinho goatling, trouts, chestnut and hunting products.
► Situated in Trás-os-Montes province;
► In the north and east frontier with Spain;
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Secondary School Emídio Garcia
Total number of pupils ► 686
Total number of teachers► 118
School levels:
► 3rd cycle of basic school
► upper secondary school
► Vocational courses
► Education and training courses
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Pupil Identification Name: Ana Luísa Rodrigues Age: 14 Anos
Year : 9th year
► Functionality Profile-Difficulties in calculating (d172)
-Difficulties in reading – communicating with (d166, d325)
-Difficulties in writing messages (d170, d345)
-Difficulties acquiring complex skills (d1551)
-Difficulties handling stress (d2401)
-Difficulties in school education (d820)
-Difficulties focusing attention (d160)
-Alteration of mental functions (b1440)
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► Environmental factors - facilitators
Family(e310, e410)
School(e330, e430)
Friends (e320, e420)
► Environmental factors - barriers
Friends, peers, schoolfellows (e325, e425)
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Educational MeasuresDecree –Law 3/2008
► Article 17 – Personalized Pedagogical Support
a) boost strategies in the classroomd) boost and development of specific competences
► Article 20 – Accomodations of Assessment Process
- type of test or exam
- Diversification of assignments
- Asessment adaptations to pupil’s abilities, limitations and
restrictions
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Intervention Methodology
► Reading of written texts by a schoolfellow (tutor)
► Reading training to decode messages
► Recording contents and listen as support to memory and promotion of autonomy in the learning process
► Reading tests
► Individualized support to Math, Portuguese and English subjects
► Development of reading and writing skills
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Assistive Technology Assessment needs
► Why?
- Low efficiency in recording contents in taperecorder
- Numerous contents of different subjects - Insufficient time for reading training
- Tutor dependency for reading in classroom
- Consequent discouragement, no motivation and anxiety of the pupil
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Assistive Technology Assessment needs► How?
► Response
-Use trial of“Zoom-Ex” software:
- Portable solution that integrates functionalities of magnification and reading in a single equipment-Faster than OCR (optical character recognition)-Allows to follow reading in the screen of a laptop computer-Allows to record to CD, DVD or PEN for further audition in any context-Easy to carry
-Experimentation of “Eye – Pal Solo” autonomous reading device for any book or printed material
-Rejected by the pupil, owing to transportation difficulties
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Thanks for your attention!
Luísa Maria Pratas
Maria Irene Miranda