Abstract
This study is the result of a survey of the learning challenges faced by students enrolled at Colégio Albert Sabin, in SP, Brazil. The student body is aged between 13 and 17 and is served by the Special Study Program at the same institution, as they perform below expectations in language subjects. These include literature, writing, reading, grammar, which are often difficult to grasp due to reading and writing difficulties. This became the main focus that led to the conception of the paper, which aims to enlighten researchers who are interested in data on parallel recovery throughout the school year. In this regard, it also covers students in formal inclusion programs, who have medical reports and specific educational needs in accordance with current legislation. The results, still under investigation, show the most pressing need for monitoring students from an early age, which extends beyond school activities. This calls for action by families, communities, and, in some cases, professionals outside the school who can provide necessary support to address the lack of knowledge essential for promotion to the next grade. With regard to school procedures, the project that already existed at the institution adopted the methods of (Life and Praise) pedagogy, followed by individual portfolios, in order to encourage these students to attend and remain in school. It is noted that often students who are called upon to participate in the school reinforcement process do not feel that they belong to the learning process, exhibit behaviors associated with low self-esteem.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
READING AND WRITING INCLUSION INTEGRATION LEARNING BELONGING
