O ensino da língua inglesa para alunos com deficiência intelectual: uma relação possível

Abstract

The work entitled Intellectual Disability and the teaching of the English Language: a possible relationship, had the general objective: to investigate how the process of teaching and learning the English Language by students with Intellectual Disabilities enrolled in the final years of the elementary School. And, specific objectives: a) to know and analyze theoretical and bibliographic studies that deal with the teaching of foreign language and other subjects to students with intellectual disabilities enrolled in the final years of elementary school; b) to know concepts and aspects concerning special education, inclusive education, intellectual disability, elementary education and the English language as a curricular component; c) investigate what English language teachers have done to comply with the curricular provisions with students with intellectual disabilities enrolled in the common rooms of the final years of elementary school. The research is based on a socio-historical perspective of Vigotski, as he understands that all people independent of their physical, mental and sensory characteristics are capable of learning and developing. Methodologically, this qualitative dissertation leaned on the perspective of the exploratory study and a bibliographic survey was carried out on the theme. For the production of data, documentary, bibliographic analysis and semi-structured interviews were used. As a result, we identified that the teaching of English to students with intellectual disabilities in the educational field is still scarce, however, we realize that teachers are committed to changing this situation. Therefore, this work becomes necessary so that we can think about devices for pedagogical practice in English language classes for students with Intellectual Disabilities enrolled in Elementary School