Abstract

DOS SANTOS ALVES FERREIRA, Diana Regina; FERREIRA, Wímory de Andrade  and  OLIVEIRA, Marinalva Silva. Thought and language in children with Down syndrome: a case study of teachers' conception. Ciênc. cogn. [online]. 2010, vol.15, n.2, pp. 216-227. ISSN 1806-5821.

Abstract The conception of the teachers about the importance of verbal language to the process of social interaction among students with Down syndrome in the classroom is the object of the analysis of this study. The theoretical focus is reasoned in the Vygotsky's thought and language theory, which considering the structure of thought as the result of social interactions, being the language to him formed by the semantic and phonetic plans. In this case, the children with Down's syndrome understand satisfactorily the semantic units of the word, however they have difficulties to express verbally. Therefore, to conduct the study three public school teachers responsible for students with Down's syndrome in Macapá city. The information were obtained by a test probe and after by a guide of interviews directed to teachers. The information was transcribed for a notebook reserved for each participant. Finally the results demonstrated that teachers not interact and not believe in learning with children with Down syndrome when considered the absence of language expression of the child. Based on the results the mediation and construction of scientific knowledge is not developed, consequently not improving the cognitive and linguistic development of children with Down syndrome in the school context. © Cien. Cogn. 2010; Vol. 15 (2): 216-227

Keywords : Down syndrome; teaching-learning; school inclusion.

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