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SENnet PROJECT
Case Study– CRTIC Mirandela
Application of different methodologies in the
school path of a pupil with dysle...
Study Objectives
Global Objective
►To verify the impact of the application of educational
measures for the learning succes...
CRTIC Mirandela
Geographic location
► Basic School and kindergarten of
Carvalhais - Mirandela
Aims
► To assess pupils’ nee...
Bragança town
► Rich historic heritage: Castle and fortress, Domus
Municipalis, Pillory, Museums, Churches, etc;
► Gastron...
Secondary School
Emídio Garcia
Total number of pupils
► 686
Total number of teachers
► 118
School levels:
► 3rd cycle of b...
Pupil Identification
Name: Ana Luísa Rodrigues Age: 14 Anos
Year : 9th year
► Functionality Profile
-Difficulties in calcu...
► Environmental factors - facilitators
Family(e310, e410)
School(e330, e430)
Friends (e320, e420)
► Environmental factors ...
Educational Measures
Decree –Law 3/2008
► Article 17 – Personalized Pedagogical Support
a) boost strategies in the classro...
Intervention Methodology
► Reading of written texts by a schoolfellow (tutor)
► Reading training to decode messages
► Reco...
Assistive Technology
Assessment needs
► Why?
- Low efficiency in recording contents in taperecorder
- Numerous contents of...
Assistive Technology
Assessment needs
► How?
► Response
-Use trial of“Zoom-Ex” software:
- Portable solution that integrat...
Thanks for your attention!
Luísa Maria Pratas
Maria Irene Miranda
12CRTIC Mirandela - junho 2013
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Case Study Dyslexia CRTIC Mirandela 2013

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Case Study Dyslexia CRTIC Mirandela 2013

  1. 1. SENnet PROJECT Case 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
  2. 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 2CRTIC Mirandela - junho 2013
  3. 3. CRTIC Mirandela Geographic 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 3CRTIC Mirandela - junho 2013
  4. 4. 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; 4CRTIC Mirandela - junho 2013
  5. 5. 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 5CRTIC Mirandela - junho 2013
  6. 6. 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) 6CRTIC Mirandela - junho 2013
  7. 7. ► Environmental factors - facilitators Family(e310, e410) School(e330, e430) Friends (e320, e420) ► Environmental factors - barriers Friends, peers, schoolfellows (e325, e425) 7CRTIC Mirandela - junho 2013
  8. 8. Educational Measures Decree –Law 3/2008 ► Article 17 – Personalized Pedagogical Support a) boost strategies in the classroom d) 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 8CRTIC Mirandela - junho 2013
  9. 9. 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 9CRTIC Mirandela - junho 2013
  10. 10. 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 10CRTIC Mirandela - junho 2013
  11. 11. 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 11CRTIC Mirandela - junho 2013
  12. 12. Thanks for your attention! Luísa Maria Pratas Maria Irene Miranda 12CRTIC Mirandela - junho 2013

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