http://repositorio.ufc.br/handle/riufc/382 2026-04-15T03:08:54Z http://repositorio.ufc.br/handle/riufc/52506 Título: Atendimento Educacional Especializado: Orientações Gerais Autor(es): Figueiredo, Rita Vieira de; Ropoli, Edilene Aparecida; Batista, Cristina Abranches Mota; Mantoan, Maria Teresa Eglér Tipo: Artigo de Periódico 2007-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/52498 Título: A produção textual de alunos com deficiência mental Autor(es): Figueiredo, Rita Vieira de; Gomes, Adriana Leite Limaverde Abstract: The present work analyzes the process of acquisition of the language written in pupils with mental retardation. The data and discussions presented here result of diverse researches carried through by the authors and of situations of pertaining to school interventions involving pupils with mental retardation. These researches had been developed with pupils of different chronological ages, instruction levels and socioeconomic levels. The data had disclosed that in the attempt to understand the writing, these pupils cover similar processes to those identifi ed in pupils without mental retardation. Tipo: Artigo de Periódico 2006-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/52473 Título: O ato pedagógico como possiblidades de prazer, engajamento e significado: possibilidades de inclusão no contexto da exclusão social Autor(es): Figueiredo, Rita Vieira de Tipo: Artigo de Periódico 2006-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/52472 Título: Interpreting writing of children with intellectual disabilities: a comparative study Autor(es): Figueiredo, Rita Vieira de Abstract: This article reports the results of developmental test analyses on literacy conducted with children with intellectual disabilities in Quebec and Brazil. Grounded on studies carried out in Argentina by Ferreiro and Teberosky (1986), with children without intellectual disabilities, we deal, comparatively, with three aspects in the development of literacy in children with intellectual disabilities: their interpretation of fragments of writing, the connection they establish between letters and numbers, and their knowledge of letters. The level of intellectual disability just as the stimulation to reading are taken into account in the analysis of data related to the three aspects previously mentioned. Children with intellectual disabilities develop, in many aspects, similarly to the children without intellectual disabilities during emergent literacy. Nevertheless, they are less consistent in the use of writing classifying criteria, as well as in their discriminating letters from numbers. Although, the level of intellectual disability influenced the children’s progress greatly, the acquisition of the knowledge of letters differed mostly in accordance to the level of stimulation to reading. Tipo: Artigo de Periódico 2007-01-01T00:00:00Z