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

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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

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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

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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;

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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

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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)

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► Environmental factors - facilitators

Family(e310, e410)

School(e330, e430)

Friends (e320, e420)

► Environmental factors - barriers

Friends, peers, schoolfellows (e325, e425)

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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

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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

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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

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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

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Thanks for your attention!

Luísa Maria Pratas

Maria Irene Miranda