Resumo submetido ao II EPPI

POSSIBILITIES OF ADAPTATION ACTIVITIES FOR STUDENTS WITH DISABILITIES IN ENGLISH CLASSES.

PAULINO, Rafael.

MAIA, Angélica.

SANTOS, Ademar.

One of the aims of the English Teacher Education PIBID project for elementary education at Universidade Federal da Paraíba is the production of adapted activities for special needs students. Thus, in the first semester of 2015, 7 scholars are developing activities in the public school attended by the subproject in order to achieve better performance and participation of these students in English classes within the regular classroom. The students have various disabilities. There are 7 students, 2 patients with Down syndrome, 2 with mental disabilities, one with mild emotional disorder, one with autism and one with hearing loss. Thus, this paper aims to discuss the importance of the adjustments made in the activities can bring to student learning disabled in LI discipline, and examine whether the proposed activities include what is proposed in the National Curriculum Parameters - Curricular Adaptations (1999). This research is supported by the National Curriculum Parameters - Curricular Adaptations - Strategies for the education of pupils with special needs 1999, which states that the adjustment of the school curriculum, methodologies, activities and even how to contextualize the issues in the classroom are essential to the learning of the contents that make the school curriculum by these children. Carvalho (2012) also emphasizes the importance of curricular adaptations in response to the needs presented by each student. In terms of methodology, the research takes as analysis corpus activities and assessments proposed by PIBID fellows who worked at the school in 2015. We will seek to identify those fragments in the activities that concern the aspects explained in the National Curriculum Parameters - Curricular Adaptations. From the detached fragments, we seek to interpret as the adjustments are collaborating to learning English teaching process for students with disabilities. It is hoped that this research contributes to the understanding of the current challenges of inclusion of students with special needs in regular primary education, particularly with regard to the English language discipline, highlighting the importance of planning activities that address the needs of each of these students, opening possibilities for developing curricular actions that transform the way they are seen and treated within the classroom, as required by law.