8 Performance in Reading and Spelling of 30 Students with Disabilities: Prelimin
8 Performance in Reading and Spelling of 30 Students with Disabilities: Preliminary Analyses
Danielo Saint-Cyr
| Abstract/Rezime
When students are positively and effectively influenced in a learning environment, good results are achieved. These students develop, thrive, and succeed, even if they have problems related to physical or mental disabilities. Their accommodations determine their success and allow them to progress. This article analyzes teacher practices in relation to reading and spelling performance of a group of 30 students in AF2 and AF3, enrolled in four schools in Beaumont and Roseaux. The aim of this article is to show the impacts of teacher practices and the school setting. The cases were extracted from a database collected as part of the project that GIECLAT is carrying out on disability in schools. Keywords: disorder, reading, orthography, pedagogical practice, student, teacher Lè yon elèv ap aprann nan yon anviwonnman ak yon bon kontèks, elèv sa a toujou pwogrese, epanwi ak reyisi menmsi li ta gen pwoblèm defisyans fizik oswa mantal. Enfomasyon sa yo soti nan baz done pwojè GIECLAT ap reyalize sou kesyon andikap nan lekòl yo. Mo-kle : twoub, lekti, òtograf, pratik pedagojik, elèv, anseyan. |
Introduction
Many children who are visibly unaffected by apparent deficits such as motor, sensory, relationship or developmental disorders, or intellectual disabilities, have difficulty grasping, constructing and then exercising certain major human and cognitive functions (Crunelle, 2008). Among other things, these difficulties manifest through major obstacles in mastering the oral and written language (Le Capitaine, 2016). Given the causal relationship between these obstacles, failure and dropping out of school, the difficulties resulting from these deficiencies concern everyone, whatever their impact on the child: parent, caregiver, educator, teacher, psychologist and researcher[1].
The study of specific learning difficulties remains very important from a social, therapeutic and scientific point of view. According to Vereecken (2010), investigating these difficulties goes beyond practical problems and provides valuable insights into the major problems of mental life. Reading and spelling touch on all aspects of learning and life, thus are fundamental for learners, and require the commitment of teachers through their different pedagogical approaches aimed at mobilizing, raising awareness and stimulating the involvement and level of understanding of the various subjects. In this sense, this article aims to examine the reading and spelling performance of students in relation to teachers’ pedagogical practices through data collected from four schools in the communes of Beaumont and Roseaux, in the department of Grand’Anse d’Haïti.
Method
Observation was used as a tool to identify students with signs of impairment. We then used two tests to confirm our initial observations. The first was the evaluation grid of the L’Alouette-R, a reading tes