Application of a ludic and interdisciplinary teaching sequence in the school performance of students with difficulties and learning disorders

Abstract

This research aimed to investigate whether the application of interdisciplinary didactic sequences of a playful nature help in the learning of children with learning difficulties and disorders. The study is a qualitative character, using technique action research. The research had carried out in a class of 2nd year of Elementary Education at a Municipal school in Santa Maria, RS. In the studied group, interdisciplinary didactic sequences of a playful nature were applied twice during the year 2019. The study analyzed whether interdisciplinary pedagogical practices help the school performance of students with learning difficulties and disorders. Three evaluations of students' performance had carried out, formulated by the researcher who was the conductor of the studied sample, containing questions about literacy, theoretically based on the hypotheses of acquiring the writing of Ferreiro and Teberosky (1991). Parents/guardians of the students also participated in the study, being invited to answer a questionnaire that investigated questions related to the child's development. The study also presents results referring to students' performance evaluations and displays that there have been advances in the learning of the vast majority of students participating in the research, but not all have become literate. It had been noticing that students with learning difficulties and disorders need, in addition to interdisciplinary and playful classes, require treatment with a specialized professional.