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Previous issue date: 2011-01-26 === Objetivo: Avaliar a competência de leitura de alunos surdos inclusos em escolas da rede regular de ensino municipal. Métodos: estudo observacional analítico realizado com 35 alunos com perda auditiva neurossensorial de grau variado, com e sem apoio pedagógico e 71 ouvintes pareados por idade e série. Todos os sujeitos foram submetidos ao Teste de Competência de Leitura de Palavras –TCLP 1.2, Teste de Nomeação de Figuras por Escolha de Palavras – TFN 1.1 e Teste de Competência de Leitura de Sentenças – TCLS 1.2 Resultados: Os alunos surdos inclusos na rede regular de ensino obtiveram resultados diferenciados dos alunos ouvintes. No teste de Competência de Leitura de Palavras –TCLP, os ouvintes obtiveram média de acerto de 84,5%, enquanto os alunos surdos obtiveram 68,8% de acerto (p=<0,001). Em relação ao teste de Nomeação de Figuras por Escolha-TFN, apresentou-se a seguinte média de acerto: ouvintes 91,6%, alunos surdos 73% (p=<0,001). Quanto ao Teste de Competência de Leitura de Sentenças-TCLS, os ouvintes obtiveram média de 75,7% e os surdos 42,9% (p=<0,001). Não houve diferença estatisticamente significativa entre alunos surdos que frequentam sala de apoio e acompanhamento à inclusão e surdos que frequentam somente a classe regular (p=<0,001). Conclusões: os alunos ouvintes apresentam diferença significante na competência de leitura nos três testes apresentados, comparados aos surdos. Esse resultado aponta para uma falha na educação desses alunos no ensino regular. === Objective: To evaluate the efficacy of reading in hearing impaired or deaf students included in schools of the local regular education network. Methods: analytical observational study conducted with 35 students with sensorineural hearing loss of varying degree, with and without teaching aids, and 71 age- and series-matched listeners. All subjects underwent the Competence Test of Words Reading-TCLP 1.2, Picture Naming Test by Choice of Words-TFN 1.1 and Competence Test of Sentence Reading-SRT 1.2. Results: The deaf or hearing impaired students included in regular education network obtained different results listener students. In the test of Competence Test of Words Reading-TCLP, listeners obtained an average hit rate of 84.5%, while the deaf students obtained 68.8% of accuracy (p=<0,001). Regarding to the Picture Naming Test by Choice of Words-TFN, following average accuracy was observed: 91.6% for listeners, hearing impaired or deaf, 73%(p=<0,001). As for the Competence Test of Sentence Reading-TCLS, listeners achieved an average of 75.7% and the hearing impaired or deaf, 42.9% (p=<0,001). There was no statistically significant difference between deaf and hearing impaired students who attend the support and follow-up class at inclusion and the hearing impaired or deaf students in regular classes only (p=<0,001). Conclusions: The hearing students showed significant difference in reading competence in the three tests presented compared with deaf or hearing impaired ones. We can assert that the hearing students have a good rating on levels of correlation, while the deaf show regular classification. This result points to a failure in the education of the latter in the regular education network. === TEDE === BV UNIFESP: Teses e dissertações
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