Resumo

ROSSIT, Rosana Aparecida Salvador  e  ZULIANI, Giovana. Basic academic repertoires for people with special needs. Temas psicol. [online]. 2003, vol.11, n.2, pp. 114-121. ISSN 1413-389X.

Basic academic repertoires of reading, writing, and mathematics, essential in the daily life, not always are acquired and kept satisfactorily in the regular education with people with special needs. The stimulus equivalence paradigm in its theoretical and practical aspects constituted an important feature in the analysis and training of complex academic behavior, since it would not be feasible to teach directly all the stimuli relationships involved in reading, writing, and mathematics due to the complex and infinite possible combinations among stimuli. For this reason, the stimulus equivalence paradigm provides excellent possibilities of application. Here, there is an example of a study that aimed at the applicability of stimulus equivalence to computerized teaching, carried through the educative program Mestreâ. The results show the effectiveness of teaching with such a procedure, given acquisition of the necessary abilities in reduced time. However, there is still many variables left that need to be investigated with regard to teaching-learning of basic behaviors for the person with special needs.

Palavras-chave : Stimulus equivalence; Special education; Academic repertoires; Special needs; Computerized teaching.

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