ADAPTING ACTIVITIES FOR STUDENTS WITH SPECIAL NEEDS IN ENGLISH CLASSESAngélica Araújo de Melo Maia (PIBID coordinator - Professor at DLEM/UFPB); Ademar Dias Santos (PIBID grantee/Letras 

Inglês/UFPB); Geísa Siqueira Barreto Ribeiro (PIBID supervisor - PMJP school teacher); Rafael Cabral Paulino (PIBID grantee/Letras  Inglês/UFPB; 

INTRODUCTION

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.

OBJECTIVE

- Present the work of 7 teachers in initial education who, in the first semester of 2015, started developing activities in the public elementary school attended by the PIBID Letras-Inglês (UFPB) subproject in order to achieve better performance and participation of special needs students in English classes within the regular classroom.

METHODOLOGY

Fragments of teacher’s journals were analyzed in order to understand how inclusion is understood and put into practice in that school, and what changes are needed to facilitate the learning process.

RESULTS AND DISCUSSION

Curriculum adaptations (BRASIL, 1998; CARVALHO, 2012; DRAGO, SILVEIRA E BRAVO, 2013)

THEMES- Work the same content with adaptations

MATERIALS:-Format of materials: big and colored pictures; -big font size

PROCEDURES:- Hands on activities (cutting, producing games)- Providing a lot of support to students

CONCLUSIONS

REFERENCESBRASIL. Parâmetros Curriculares Nacionais. Adaptações Curriculares. Estratégias para a educação de alunos com necessidades educacionais especiais. Brasília: MEC/SEF/SEESP, 1998. CARVALHO, R. E. Escola inclusiva: a reorganização do espaço pedagógico.5 ed. Porto Alegre. Mediação, 2012.DRAGO, R., SILVEIRA, L.V., BRAVO, D.O. Síndromes: planejando ações pedagógicas inclusivas. In: DRAGO, Rogério (Org.). Síndromes: conhecer, planejar e incluir. 2 ed. Rio de Janeiro. Wak Editora, 2013.

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Atividade desenvolvida para aluno portador d Síndrome de Down

Adapting activities is essencial to facilitate language learning for special needs students; in our study, only

after adaptations were made, did students show some progress in the proposed curriculum.

Materials used should be carefully prepared to cater for the capacities to be developed by the student, taking into consideration what he/she needs, what he/she is able to do and what might motivate that

student to learn.