Síndrome de Down e leitura: uma contribuição psicopedagógica

Abstract

Reading skills are acquired gradually. An individual with Down Syndrome has greater difficulty to pass from one step of knowledge to the next, and this fact generates a delay in learning process. The psychoeducator, therefore, should intervene directly, simply and effectively. This study is a qualitative research and uses description and case study with the pretension of understanding the psychopedagogical contributions to the development of reading skills of a teenager with DS. For the execution of this case study, interviews were conducted with some of the adolescent’s teachers and evaluation tests were applied to the research participant: a sixteen year old female student of the 6 th grade of Elementary School, enrolled in a state school. The obtained results provided clarifications on the difficulties faced by the teenager to acquire reading and subsidized the research for the construction of the interventional framework.