Verbal mediation for students with intellectual disabilities in the multifunctional resource room: reflections and (pro)positions
DOI:
https://doi.org/10.5212/PraxEduc.v.12i3.015Abstract
This article discusses if and how practices of verbal mediation are carried out, through orality, by the specialist teachers who assist, before/after school, students with intellectual disabilities. The locus of empirical investigation was one Multifunctional Resource Room (SRM). Based on the Historical-Cultural Psychology, we have resorted to the participant research, with the constitution of a collaborative group between the researcher and the teachers. Field diary and audio recordings of the held meetings were the data collection instruments. It was found that the specialist teachers develop specific activities to contemplate verbal mediation, but there is a need to problematize their practices, making the tacit knowledge of their experiences and their knowledge theoretically grounded.
Keywords: People with Intellectual Disabilities. Language development. Specialized Educational Service.
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