Children and adolescents with Williams syndrome (WS) frequently present inattention and hyperactivity. This study aims to compare the number of behaviors of inattention and hyperactivity/ impulsivity in one child with WS in two school settings: a regular class setting and an experimental class setting with the introduction of strategies for behavioral management. A case study was conducted with a child with WS, his regular teacher at school, his mother, and a teacher of the experimental class setting. A protocol was used to observe behavioral patterns of inattention, hyperactivity, and impulsivity. Behavioral strategies of stimulus control and reinforcement were also used. Results indicated a significant improvement in the rates of inattention and hyperactivity responses for the experimental class condition. Behavioral strategies, if adapted to the needs of students with WS, may optimize an effective school inclusion and contribute to the child's adaptation to classroom setting.
Williams syndrome is a neurodevelopmental disorder with different manifestations caused by a heterozygous segmental deletion of 1.55-1.83Mb at chromosomal band 7q11.23. The Williams syndrome phenotype is characterized by intellectual deficiency and expressive learning deficits, with impairments in phonological awareness skills. The aim of the study was to verify the effects of an intervention in phonological awareness and grammar teaching, for the acquisition of reading skills and literacy indicators in a child with Williams Syndrome. A case of a 6-year old girl, enrolled in the first year of Elementary School, was reported. The Phonological Awareness Test by Oral Production, the Words and Pseudo-words Reading Competence Test, the Provinha Brasil (reading test), and a Phonological Awareness Literacy Software, were used for phonological awareness and grammar teaching intervention. The study was developed in four phases: pre-intervention assessment, intervention, post-intervention assessment and follow-up, after six months. The results showed progress in phonological awareness skills, mainly in tasks of rhyme, alliteration and syllabic synthesis, as well as reading indicators that were compatible with the school year, following the intervention.
A inclusão de pessoas com defi ciência nas escolas de ensino regular não está apenas sob o encargo da legislação vigente, mas também dos gestores da escola e dos professores que irão atender a esse grupo no ambiente de sala de aula. Assim, essa ação requer do professor novas práticas, para que ele se adapte às realidades correntes da sociedade, do conhecimento, dos alunos e dos diversos universos culturais. O objetivo deste estudo foi compreender como é realizada a prática pedagógica para efetivar a inclusão desses alunos. As entrevistas foram realizadas com base nos princípios de história oral temática. Os resultados da pesquisa mostraram que a maioria dos professores apresenta difi culdade com relação à prática pedagógica; a educaç ã o tem papel de suma importância no processo de mudança social; nã o é possí vel realizar mudanças sem que haja o compromisso de todos os sujeitos que estão envolvidos nessa área.
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