Resumen

BENITEZ, Priscila  y  DOMENICONI, Camila. Collaborative consulting: strategies for reading and writing teaching. Psicol. teor. prat. [online]. 2016, vol.18, n.3, pp.141-155. ISSN 1516-3687.  https://doi.org/10.5935/1980-6906/psicologia.v18n3p141-155.

The collaborative consulting, from the school psychologist work, can assist teachers in planning teaching basic reading and writing skills for learners with intellectual disabilities (ID) and autism spectrum disorder (ASD). The general objective of this study was to evaluate the effectiveness of a collaborative consultation offered by the school psychologist in two educational situations: an applied by the teacher in the classroom with all students (Experiment 1) and; the other applied by the special education teacher, individualized mode (Experiment 2). After interventions, the average performance in reading and writing to the intervention applied by class teacher were 86% and 83% correct answers and intervention by the special education teacher 78% and 65%. The role of the psychologist in the structuring of interventions and detailed monitoring demonstrated a possibility of collaborative work as consultant.

Palabras clave : collaborative consultation; writing; school inclusion; reading; teachers.

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