Browsing by Author "Carneiro, Pedro Rodrigues"
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- Demystifying augmentative and alternative communicationPublication . Fernandes, Ana Matos; Carneiro, Pedro Rodrigues; Martins, Vânia Morais; Vaz, Paula Marisa FortunatoCommunication is a fundamental aspect of human life, essential for expressing needs, desires, emotions and interacting with the world around us. However, not everyone is able to communicate in the conventional way using the recognized oral and written communication. For some people, communication can be challenging due to physical, cognitive or linguistic disabilities. This is where Augmentative and Alternative Communication (AAC) plays a key role. AAC refers to a variety of methods and strategies used to complement or replace traditional speech and writing. The implementation of AAC can be enhanced in the school context, however there are still some myths and misconceptions about the implementation of AAC, which can lead to underuse or resistance to this important communication tool, a concern that led to the completion of this work. Thus, this paper aims to clarify myths/wrong or less clear ideas about ACC, based on bibliographic research (used as a data collection technique) carried out as part of the Communication Disorders Curriculum Unit of the Master's Degree in Special and Inclusive Education at the School of Education of the Polytechnic Institute of Bragança - Portugal. By challenging these myths, we hope to promote a broader understanding and acceptance of ACC, enabling individuals with communication difficulties to reach their full communicative potential and actively participate in society. Consequently, establishing a clear knowledge base about the problem, shared by all educational stakeholders, is essential to underline the relevance of AAC. In this sense, based on scientific evidence from literature research, it is possible to debunk around nine myths or misconceptions addressing issues such as the impact on natural speech, the suitability of AAC for individuals with severe disabilities, the need for prior skills and the appropriate age for implementation. Each myth is deconstructed on the basis of scientific evidence and practical experience, highlighting the benefits and effectiveness of AAC in various situations. Finally, conclusions are presented that highlight the importance of challenging these myths and promoting a broader understanding of AAC, with a view to creating more inclusive and empowering environments for all individuals, regardless of their communication skills or limitations.
- Demystifying augmentative and alternative communicationPublication . Fernandes, Ana Matos; Carneiro, Pedro Rodrigues; Martins, Vânia Morais; Vaz, Paula Marisa FortunatoThus, this paper aims to clarify myths/wrong or less clear ideas about AAC, based on bibliographic research (used as a data collection technique) carried out as part of the Communication Disorders Curriculum Unit of the Master's Degree in Special and Inclusive Education at the School of Education of the Polytechnic Institute of Bragança - Portugal. By challenging these myths, we hope to promote a broader understanding and acceptance of AAC, enabling individuals with communication difficulties to reach their full communicative potential and actively participate in society. In this sense, based on scientific evidence from literature research, it is possible to debunk around nine myths or misconceptions addressing issues such as the impact on natural speech, the suitability of AAC for individuals with severe disabilities, the need for prior skills and the appropriate age for implementation. Each myth is deconstructed based on scientific evidence and practical experience, highlighting the benefits and effectiveness of AAC in various situations. Finally, conclusions are presented that highlight the importance of challenging these myths and promoting a broader understanding of AAC, with a view to creating more inclusive and empowering environments for all individuals, regardless of their communication skills or limitations.
- Dyslexia: from myths to scientific knowledge, for inclusive educationPublication . Fernandes, Ana Matos; Gonçalves, Olga Maria Alves; Carneiro, Pedro Rodrigues; Martins, Vânia Morais; Vaz, Paula Marisa FortunatoDyslexia is a specific learning difficulty in reading that has a neurobiological origin and is characterized by difficulties in the correct and/or fluent re poor spelling and decoding skills, with consequences for reading comprehension. These consequences extend beyond reading and the study compromise cross-curricular learning and a child or young person's entire school career. Nowadays, some myths and misconceptions about dyslexia concern that led to this work. This paper aims to clarify myths/wrong or less clear ideas about specific learning difficulties in reading - dyslex bibliographical research (used as a data collection technique) carried out as part of the Curricular Unit on Assessment and Intervention in Specific Lea Master's Degree in Special and Inclusive Education, at the School of Education of the Polytechnic Institute of Bragança - Portugal. Establishing a c about the problem, shared by all educational stakeholders, is essential throughout the journey from detecting the risk of dyslexia to diagnosing it.In this sense, based on scientific evidence from literature research, it is possible to systematize, among other myths or misconceptions, that: 1) dyslexia is not synonymous with low intelligence; 2) dyslexia has no cure; 3) dyslexia can be identified early; 4) dyslexia is not a visual problem; 5) children with dyslexia can succeed at school; 6) dyslexia exists in both sexes; 7) not all children who have difficulties learning to read have dyslexia; 8) intervention, although always welcome, should be as early as possible; 9) the adjustments that are made for children with dyslexia at school level do not benefit them in relation to other children and are not unfair to anyo 10) there are early indicators of dyslexia that can give rise to suspicions that it may manifest itself; 11) repeating the school year does not help to overcome dyslexia; 12) diagnosing a child with dyslexia does not label them; 13) not all pupils with dyslexia swap letters, syllables or words with subtle differences in spelling. Therefore, based on our experience of working in a school context, we conclude that there are still a number of misconceptions about dyslexia that n on the basis of scientific knowledge, and not deep-rooted myths, can we prevent and intervene early to avoid serious consequences for the acade and young people with dyslexia. We therefore believe that this work is particularly important for parents and guardians, educators, teachers and tec of an inclusive school and education.
- Dyslexia: from myths to scientific knowledge, for inclusive educationPublication . Fernandes, Ana Matos; Gonçalves, Olga Maria Alves; Carneiro, Pedro Rodrigues; Martins, Vânia Morais; Vaz, Paula Marisa FortunatoDyslexia is a specific learning difficulty in reading that has a neurobiological origin and is characterized by difficulties in the correct and/or fluent recognition of words and poor spelling and decoding skills, with consequences for reading comprehension. These consequences extend beyond reading and the study of a language, and can compromise cross-curricular learning and a child or young person's entire school career. Nowadays, some myths and misconceptions about dyslexia still seem to persist, a concern that led to this work. This paper aims to clarify myths/wrong or less clear ideas about specific learning difficulties in reading - dyslexia and is the result of bibliographical research (used as a data collection technique) carried out as part of the Assessment and Intervention in Specific Learning Difficulties Curriculum Unit of the Master's Degree in Special and Inclusive Education at the School of Education of the Polytechnic Institute of Bragança - Portugal. Establishing a clear knowledge base about the problem, shared by all educational stakeholders, is essential throughout the journey from detecting the risk of dyslexia to diagnosing it. In this sense, based on scientific evidence from bibliographic research, it is possible to debunk myths or misconceptions, among others: 1) In dyslexia, intelligence is at or above average; 2) Dyslexia has no cure; 3) Dyslexia is not related to vision problems; 4) Not all children with difficulties in learning to read have dyslexia; 5) Dyslexia can, and should, be identified early; 6) Children with dyslexia can succeed at school; 7) Boys and girls have dyslexia; 8) Not all pupils with dyslexia swap letters. Thus, based on our experience working in a school context, we conclude that there are still several misconceptions surrounding dyslexia, which it is essential to clarify. Only based on scientific knowledge, and not deep-rooted myths, can we prevent and intervene early to avoid serious consequences for the academic success of children and young people with dyslexia. We therefore believe that this work is particularly important for parents and guardians, educators, teachers, and technicians in the context of an inclusive school and education.
- Senso comum ou conhecimento científico? Para um melhor entendimento sobre DislexiaPublication . Matos, Ana; Martins, Vânia Morais; Carneiro, Pedro Rodrigues; Gonçalves, Olga Maria Alves; Vaz, Paula Marisa FortunatoAo longo dos anos, entre outras, habituámo-nos a ouvir frases como “Hoje estou disléxico. , ou “A dislexia é um problema visual. “Se está com dificuldades em aprender a ler é porque tem dislexia.” Estas e outras frases têm subjacentes ideias enraizadas, por norma incorretas, sobre dislexia, que não raras vezes foram entrando nas nossas escolas. Objetivos: Inserido no âmbito de um trabalho mais amplo realizado na unidade curricular de Avaliação e Intervenção em Dificuldades de Aprendizagem Específicas, do Mestrado em Educação Especial e Inclusiva da ESE-IPB, pretende-se clarificar cinco ideias erradas sobre dislexia tendo por base o conhecimento científico. Para a consecução deste objetivo recorreu-se à revisão da literatura que tem assumido especial relevo nas últimas décadas neste campo.