Identification of academic and behavioral performance of children with learning difficulties to participate in a consultation program

Abstract

Collaborative consultation appears as a model of collaboration between the professional teacher and special education, where in this partnership promotes assistance to regular education teachers and indirect services to students with needs. In this perspective, the sharp learning difficulties related to reading, writing and mathematics have been of great interest to special education because problems in this area can affect the social inclusion and, therefore, produce a negative impact on student and in their behavior. In this direction, the collaborative consultation becomes relevant to assist in this process. Thus, the present study aimed to identify the behavioral and academic performance of children with learning difficulties to participate in a program of collaborative consulting. This study participated in four children belonging to the fifth year of elementary school, of both genders, with an average of 10 years of age (DP = 0, 52) with learning disability, as well as behavior, belonging to municipal public school, an inner city. To check the performance of the children were used instruments: T-test of school performance and EACI-P-child behavior assessment Scale for the teacher. The data were analyzed according to the specific criteria of each instrument and applied descriptive analysis. The results showed that children presented results in school performance short for their age group and educational level, and also had abnormal scores on variables of interest for behavior. These results demonstrated that investment is required in identifying both protocols to academic performance, as well as to the behavior observed in the classroom, because both variables are present in the learning process. In this way, children composed the table of students who participated in the program collaborative consultation.