Avaliação do nível conceitual de escrita de alunos com deficiência intelectual

Abstract

The present study aims at analyzing the conceptual evolution of written language of five students with intellectual disabilities enrolled in classes 2nd, 3rd and 5th degrees of two public schools municipal de Fortaleza-CE. The results are part of two master’s research (BARROS, 2017; OLIVEIRA, 2017) developed in partnership consisting in the production of texts via the Scala Web software (BARROS, 2017) and these productions were revised and rewritten in doubles in the context of the classroom (OLIVEIRA, 2017). At the beginning and end of the five subjects were assessed through evaluation activities of the conceptual level of writing, but in this article we will present only the results for the dictation test of compound words by canonical and non-canonical syllables with the support of the image. After applying the initial and final evaluation we found that four of the five students have evolved at the conceptual level of writing, demonstrating that students with intellectual disabilities go through the same stages of development of the students ‘ written language without this type of disability, as well as develop conceptual level since that participate in reading and writing activities with social meaning and not activities that mechanize reading and writing. Key-words: