THE REFERENCE TEACHER AND HIS LITERACY STRATEGIES FOR STUDENTS WITH LEARNING DIFFICULTIES IN ELEMENTARY SCHOOL I:
the challenges in classroom teaching and some difficulties imposed by COVID-19
Abstract
In this article we present the results of interviews carried out with two teachers considered as a reference by their peers and who deal directly with children who have learning difficulties in the municipal school system. The methodological search option had to be adapted from the face-to-face to the google forms platform due to the social isolation imposed by the pandemic of COVID-19. The results showed some of the strategies used by the interviewees when in person, but it also raises questions about the effectiveness of the strategies if the family is not participating in this process. We also highlight the difficulties in using and applying the platform that the Federal Government provides and has encouraged throughout social isolation, called the Tutorial Education Program (conventional school perspective), but the moment COVID-19 escapes this proposal. We also reiterate that no guideline on children with learning disabilities is mentioned in the PET guidelines manual, which can further exacerbate the difficulties.
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