Programa de orientação fonoaudiológica aos pais de crianças surdas para estimulação de leitura e escrita
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Data
2021
Autores
Bravo, Laís Oliveira [UNIFESP]
Orientadores
Sacaloski, Marisa [UNIFESP]
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A leitura e escrita são ferramentas comunicativas fundamentais na nossa sociedade. Quando se trata de pessoas com deficiência auditiva, o processo de construção da escrita apresenta algumas peculiaridades que precisam ser consideradas pelas pessoas que auxiliarão em sua construção. Para tanto, é fundamental o apoio de profissionais e familiares. Contudo, a maioria dos surdos nascem em famílias ouvintes que vão precisar de orientação sobre como oferecer esse suporte. Objetivo: Os objetivos desta pesquisa foram caracterizar o conhecimento dos pais de crianças surdas sobre a alfabetização de seus filhos e as práticas de letramento dessas famílias, bem como elaborar um programa de orientação a pais ou responsáveis por crianças com surdez sobre estimulação de leitura e escrita. Método: Participaram da pesquisa 18 pais e responsáveis (77,7% do sexo feminino) de crianças surdas, alunas da Educação Infantil ao Ensino Fundamental II de escola regular (77,77%), com idades que variaram de 4 a 14 anos. A maioria das crianças apresentava perda auditiva de grau severo a profundo (88,88%) e se comunicava por fala e libras (44.44%). Foi aplicado um questionário eletrônico Google Forms divulgado nas redes sociais. Foram apresentadas aos pais questões abertas, fechadas e mistas a fim de mapear as práticas de letramento que ocorriam em casa, o tipo de orientação que necessitavam e quais as melhores possibilidades para o formato do programa de orientação fonoaudiológica, bem como sua utilidade para os entrevistados. Resultados: Verificou-se que as crianças eram parcialmente alfabetizadas (44,4%) ou analfabetas (27,8%) e que os pais ajudam seus filhos a realizar as tarefas escolares e leem para seus filhos em casa (94,4%). A maioria dos pais estimula a leitura e escrita dos seus filhos em casa com imagens ou com textos (82,4%), mas não sabem como uma criança surda aprende a ler e escrever (55,6%). A maioria dos participantes (94,4%) mencionaram que gostariam de saber como estimular seus filhos quanto à leitura e escrita. Solicitaram que o material fosse baseado em animações e que fosse encaminhado por WhatsApp. A partir dessas informações, foi elaborado um material informativo que constou de duas animações que abordaram a evolução da escrita, as características da escrita da pessoa com surdez e o processo de estimulação de leitura e escrita. O programa utilizado para a elaboração do material foi a plataforma Powtoon. O material foi encaminhado aos pais por WhatsApp. Os pais relataram que o programa os auxiliou a pensar em novas formas de estimular a leitura e a escrita de seus filhos, sendo avaliado positivamente pelos pais. Conclusão: A maioria dos pais tinha interesse em estimular a leitura e escrita de seus filhos, pois não sabia como fazê-lo. A estimulação oferecida em casa se baseava em mostrar figuras, textos e ler livros de história para as crianças, que eram em sua maioria analfabetas ou parcialmente alfabetizadas. O material elaborado abordou questões de aquisição da leitura e escrita e foi considerado como útil pelos pais.
Reading and writing are fundamental communicative tools in our society. When it comes to hearing-impaired people, the writing construction process has peculiarities that need to be considered by the people who will assist in this process. Therefore, the support of professionals and family members is essential. However, most deaf people are born into hearing families who need guidance on how to provide this support. Purpose: This research aimed to characterize the knowledge of deaf children's parents regarding their children's literacy and literacy practices. Also, to develop a guidance program for parents or guardians of deaf children on reading and writing stimulation. Method: Eighteen parents and guardians (77.7% female) of deaf children, students from Kindergarten to Middle School of a regular school (77.77%), of ages ranging from 4 to 14 years, participated in the research. Most children had severe to profound hearing loss (88.88%) and communicated through speech and sign language (44.44%). An electronic Google Forms questionnaire disseminated on social networks was applied. Open, closed, and mixed questions were presented to parents to map the literacy practices that took place at home, the type of guidance they needed, and what the best possibilities for the format of the speech-language guidance program are, as well as its usefulness for the interviewers. Results: Data showed that the children were partially literate (44.4%) or illiterate (27.8%) and that parents help their children with schoolwork and read to them at home (94.4%). Most parents encourage their children to read and write with pictures or texts (82.4%), but they do not know how a deaf child learns to read and write (55.6%). The majority of participants (94.4%) mentioned that they would like to know how to encourage their children to read and write. They requested that the material be based on animations and that it be sent via WhatsApp. Based on this information, informative material was created, consisting of two animation videos that addressed the evolution of writing, the characteristics of writing for deaf people, and the process of stimulating reading and writing. The program used to prepare the material was the Powtoon platform. The material was sent to parents via WhatsApp. Parents reported that the program helped them think of new ways to encourage their children to read and write and provided positive feedback. Conclusion: Most parents were interested in encouraging their children to read and write, as they did not know how to do it. The stimulation offered at home was based on showing pictures, texts, and reading history books to the children, who were mostly illiterate or partially literate. The elaborated material addressed issues of reading and writing acquisition and was considered helpful by parents.
Reading and writing are fundamental communicative tools in our society. When it comes to hearing-impaired people, the writing construction process has peculiarities that need to be considered by the people who will assist in this process. Therefore, the support of professionals and family members is essential. However, most deaf people are born into hearing families who need guidance on how to provide this support. Purpose: This research aimed to characterize the knowledge of deaf children's parents regarding their children's literacy and literacy practices. Also, to develop a guidance program for parents or guardians of deaf children on reading and writing stimulation. Method: Eighteen parents and guardians (77.7% female) of deaf children, students from Kindergarten to Middle School of a regular school (77.77%), of ages ranging from 4 to 14 years, participated in the research. Most children had severe to profound hearing loss (88.88%) and communicated through speech and sign language (44.44%). An electronic Google Forms questionnaire disseminated on social networks was applied. Open, closed, and mixed questions were presented to parents to map the literacy practices that took place at home, the type of guidance they needed, and what the best possibilities for the format of the speech-language guidance program are, as well as its usefulness for the interviewers. Results: Data showed that the children were partially literate (44.4%) or illiterate (27.8%) and that parents help their children with schoolwork and read to them at home (94.4%). Most parents encourage their children to read and write with pictures or texts (82.4%), but they do not know how a deaf child learns to read and write (55.6%). The majority of participants (94.4%) mentioned that they would like to know how to encourage their children to read and write. They requested that the material be based on animations and that it be sent via WhatsApp. Based on this information, informative material was created, consisting of two animation videos that addressed the evolution of writing, the characteristics of writing for deaf people, and the process of stimulating reading and writing. The program used to prepare the material was the Powtoon platform. The material was sent to parents via WhatsApp. Parents reported that the program helped them think of new ways to encourage their children to read and write and provided positive feedback. Conclusion: Most parents were interested in encouraging their children to read and write, as they did not know how to do it. The stimulation offered at home was based on showing pictures, texts, and reading history books to the children, who were mostly illiterate or partially literate. The elaborated material addressed issues of reading and writing acquisition and was considered helpful by parents.
Descrição
Citação
BRAVO, Laís. Programa de orientação fonoaudiológica aos pais de crianças surdas para estimulação de leitura e escrita. 2021. 41 f. Trabalho de Conclusão de Curso (Graduação em Fonoaudiologia) - Escola Paulista de Medicina (EPM), Universidade Federal de São Paulo (UNIFESP), São Paulo, 2021.