The EKUI methodology: pilot study on the contribution to the inclusive teaching-learning process

H. Gil, D. Saraiva, A. Gonçalves, Nataly Lopes
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Abstract

The present work intends to approach the EKUI methodology as a literacy strategy. Through a brief exploratory qualitative study, which despite being insipient, intends to give clues of the usefulness of the resource for future research. The EKUI methodology is designed to help identify, assess, and intervene in the skills necessary for learning to read, write, and communicate. The study has methodological options for the application of questionnaires to professionals who are applying the EKUI methodology in the current year. Furthermore, the methodology aims to applicate a semi-structured interview to professionals who have already applied the methodology in their pedagogical intervention, in order to validate its contributions. The results obtained show the importance of the EKUI methodology as a strategy of Universal Learning Design and, consequently, as a promoter of a reflective attitude in teachers. On the other hand, it also contributes to the identification and intervention in necessary skills for learning to read, write and communicate.
EKUI方法:对包容性教学过程贡献的试点研究
目前的工作旨在将EKUI方法作为一种扫盲战略。通过一个简短的探索性质的研究,尽管是肤浅的,打算给线索的有用的资源,为未来的研究。EKUI方法旨在帮助识别、评估和干预学习阅读、写作和交流所需的技能。本研究在方法上可选择向当年使用EKUI方法的专业人员发放问卷。此外,该方法旨在将半结构化访谈应用于已经在其教学干预中应用该方法的专业人员,以验证其贡献。所获得的结果显示了EKUI方法作为通用学习设计策略的重要性,因此,作为教师反思态度的促进者。另一方面,它也有助于识别和干预学习阅读、写作和交流的必要技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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