Case Study Dyslexia CRTIC Mirandela 2013

SENnet PROJECTCase Study– CRTIC Mirandela

Application of different methodologies in

the school path of a pupil with dyslexia

Mirandela, June 2013

Elaborated by Luísa Pratas and Irene Miranda

Escola Secundária Emídio Garcia

CRTIC Mirandela - junho 2013 2

Study Objectives

Global Objective

►To verify the impact of the application of educational measures for the learning success of a pupil with dyslexia

Specific Objectives

►To apply different strategies to promote learning success► To use assistive technologies for alternative communication in reading► To provide individualized support in the subjects she reveals more difficulties


CRTIC MirandelaGeographic location

► Basic School and kindergarten of Carvalhais - Mirandela

Aims

► To assess pupils’ needs concerning assistive technologies► To monitor the use of assistive technologies in the teaching and learning process► To inform, train and advise the school community in the scope of special education and assistive technologies► To create tools for the use of assistive technologies, adapting them to particular situations► To establish partnerships and agreements


Bragança town

► Rich historic heritage: Castle and fortress, Domus Municipalis, Pillory, Museums, Churches, etc;

► Gastronomy highlights: Montesinho goatling, trouts, chestnut and hunting products.

► Situated in Trás-os-Montes province;

► In the north and east frontier with Spain;


Secondary School Emídio Garcia

Total number of pupils ► 686

Total number of teachers► 118

School levels:

► 3rd cycle of basic school

► upper secondary school

► Vocational courses

► Education and training courses


Pupil Identification Name: Ana Luísa Rodrigues Age: 14 Anos

Year : 9th year

► Functionality Profile-Difficulties in calculating (d172)

-Difficulties in reading – communicating with (d166, d325)

-Difficulties in writing messages (d170, d345)

-Difficulties acquiring complex skills (d1551)

-Difficulties handling stress (d2401)

-Difficulties in school education (d820)

-Difficulties focusing attention (d160)

-Alteration of mental functions (b1440)


► Environmental factors - facilitators

Family(e310, e410)

School(e330, e430)

Friends (e320, e420)

► Environmental factors - barriers

Friends, peers, schoolfellows (e325, e425)


Educational MeasuresDecree –Law 3/2008

► Article 17 – Personalized Pedagogical Support

a) boost strategies in the classroomd) boost and development of specific competences

► Article 20 – Accomodations of Assessment Process

- type of test or exam

- Diversification of assignments

- Asessment adaptations to pupil’s abilities, limitations and

restrictions


Intervention Methodology

► Reading of written texts by a schoolfellow (tutor)

► Reading training to decode messages

► Recording contents and listen as support to memory and promotion of autonomy in the learning process

► Reading tests

► Individualized support to Math, Portuguese and English subjects

► Development of reading and writing skills


Assistive Technology Assessment needs

► Why?

- Low efficiency in recording contents in taperecorder

- Numerous contents of different subjects - Insufficient time for reading training

- Tutor dependency for reading in classroom

- Consequent discouragement, no motivation and anxiety of the pupil


Assistive Technology Assessment needs► How?

► Response

-Use trial of“Zoom-Ex” software:

- Portable solution that integrates functionalities of magnification and reading in a single equipment-Faster than OCR (optical character recognition)-Allows to follow reading in the screen of a laptop computer-Allows to record to CD, DVD or PEN for further audition in any context-Easy to carry

-Experimentation of “Eye – Pal Solo” autonomous reading device for any book or printed material

-Rejected by the pupil, owing to transportation difficulties


Thanks for your attention!

Luísa Maria Pratas

Maria Irene Miranda

Case Study Dyslexia CRTIC Mirandela 2013

Education

Transcript of Case Study Dyslexia CRTIC Mirandela 2013