Thesis (Ed.M.)--Boston University / It 1a the purpose of this study (1) to analyze the pronunciation errors of Italian speaking people learning English and ( 2) to determine whether or not a native dialectical language has any effect on the individual's learning situation. Using the case study method the writer has selected twenty persona of Italian extraction-- ten native of northern Italy and ten native of southern Italy-- each speaking a native dialect as a primary language and exposed to the English language and pronunciation only through the regional dialect or western Connecticut.

The purpose of the study was to examine a selection of teachers’ experiences of working with adaptation and support for students with reading and writing difficulties. Adaptation and support should be immediately addressed to students with reading and writing difficulties according to the Swedish Agency for Education (2017). The Adaptations and support fields are lesser researched areas of reading and writing difficulties. This study is based on interviews with six teachers and the teachers were interviewed with semi-structured interviews. This study has a gender perspective and is based on gender as an active process that is constantly changing. Even hidden assumptions guiding gender is constantly affecting thoughts and reasons. Hardings (1986) gender model with three continuing processes in symbolic, structure and individual levels was used to analyse the study.   The results show that the most common ways of paying attention to students in need of adaptations and support for reading and writing difficulties are when the teacher listens when the student reads high through different screenings. The teachers say they notice boys and girls equally. Intensive training of the students reading ability and the usage of compensatory aids are the most common adaptations and support methods. Difficulties for boys tend to follow them through the school years despite adaptations and support. The results from the study show that boys more often than girls have problem with concentration, attention and motivation in combination with reading and writing difficulties. The teachers in the study describe girls as diligent and boys as immature and sloppy. According to the teachers the boys also experience poorer child support. The analysis shows that at the symbolic level there are differences in the characteristics of boys and girls attributed to the teachers and on individual level there are writing and motivational differences between boys and girls. Boys are described to have less motivation and writing skills compared to girls. Girls are described to be vivid book readers whilst boys are thought of as non-readers. Support from colleagues and special education teachers are emphasised by all of the teachers so they can provide the best possible read and writing development support.

The purpose of this study was to develop a questionnaire to identify students who are at risk of developing academic difficulties related to literacy in higher education in Saudi Arabia. The study adopted a mixed methodological pragmatic approach with two phases. Data for Phase One was obtained from 341 female Saudi students through the Student Academic Difficulties at Risk (SADR) questionnaire, administered at the beginning of the academic year. After six months, three sets of data were gathered: Students’ Self-Inventory (SSI) with 188 students, teacher reports on students’ academic performance with five teachers reporting on 96 students, and students’ academic Grade Point Average (GPA). In Phase Two, based on the findings of the SADR questionnaire, two students were purposively chosen from each of three different groups for case studies. The findings from Phase One suggested that some of the SADR subscales had high reliability and others showed poor reliability. The results also showed that the SADR questionnaire and GPA correlated and that the regression analysis showed a predictive value for the reading scale. However, case-level analysis showed that the SADR questionnaire could not be reliably used to predict GPA. Additional analysis showed that SSI had high reliability for all subscales and correlated with the SADR questionnaire as well as with GPA. The reading and writing subscales from the SADR questionnaire can predict continued academic difficulties that are related to reading and writing at university level. Phase Two involved case study investigations into true positive, false positive, and false negative predictions of the reliable scales in the SADR questionnaire. The findings of Phase Two showed that a variety of influences affected academic attainment, such as motivational, wellbeing-related, and socio-cultural reasons.

A co-ocorrência entre as dificuldades na leitura e na matemática é freqüente indicando que processos cognitivos comuns subjacentes a tais dificuldades possam estar deficitários. Este estudo procurou compreender e identificar as relações entre as dificuldades na leitura e na matemática em 79 alunos brasileiros do 3º ao 6º ano do Ensino Fundamental. Os alunos foram divididos em quatro grupos: com dificuldades na leitura (DL), com dificuldades na matemática (DM), com dificuldades nas duas áreas (DLM) e sem dificuldades (controle). Avaliamos o perfil cognitivo dos grupos por meio de tarefas que envolveram: processamento fonológico (memória fonológica de dígitos, frases e relatos, consciência fonológica e velocidade de processamento), senso numérico, memória de trabalho (componente executivo central), e estratégias de contagem e de recuperação da memória. O grupo de alunos com dificuldades na leitura e na matemática evidenciou problemas que abrangem o processamento fonológico, o senso numérico e o componente executivo central da memória de trabalho. Tal resultado sugere que todas estas habilidades desempenham um importante papel no aprendizado eficiente da leitura e da matemática. Os alunos com DL apresentaram baixo desempenho nas tarefas de consciência fonológica e velocidade de processamento de letras, e números e letras. Os alunos com DM mostraram desempenho significativamente inferior na tarefa de memória de relatos e de recuperação de fatos da memória. Este grupo utilizou estratégias de contagem imaturas, mas não evidenciou dificuldades com o senso numérico, como foi previsto. O estudo indica que a Teoria dos Dois Fatores oferece uma importante contribuição para se compreender a coexistência de dificuldades na leitura e na matemática. No entanto, em concordância com Hopkins e Lawson (2006), nossos resultados sugerem um avanço na teoria, fornecendo papel de destaque à velocidade de processamento. Os resultados do estudo oferecem uma importante implicação educacional: a necessidade de se incluir, ao longo do Ensino Fundamental, tarefas escolares voltadas para o desenvolvimento do processamento fonológico e do senso numérico, habilidades estas ainda pouco conhecidas pela escola brasileira. / The co-occurrence between the difficulties in reading and mathematics is frequent, indicating that common cognitive processes underlying these difficulties may be impaired. This study sought to understand and identify the relationship between the difficulties in reading and mathematics in 79 Brazilian students from the 3rd to the 6th year of elementary school. The students were divided into four groups: difficulties in reading (RD), difficulties in mathematics (MD), difficulties in both areas (MD-RD) and the ones without difficulties (control). We assessed the cognitive profile of the groups by means of tasks involving: phonological processing (phonological memory of digits, sentences and short stories, phonological awareness and processing speed), number sense, working memory (central executive component), counting strategies and arithmetic fact retrieval. Students with difficulties in reading and mathematics showed problems that range from phonological processing to number sense and working memory tasks. Such a result suggests that all these abilities play an important role in efficient learning in reading and mathematics. Students with reading difficulties showed a significantly lower performance in the phonological awareness, the letter processing speed and numbers and letters processing speed tasks. Students with mathematics difficulties showed significantly lower performance in the short stories memory task and retrieval of memory facts. This group used immature counting strategies, but showed no difficulties with number sense, as hypothesized. The study indicates that the Two-Factor Theory offers an important contribution to understanding the coexistence of difficulties in reading and mathematics. However, in agreement with Hopkins and Lawson (2006), our results suggest a breakthrough in the theory, providing a prominent role to the processing speed. The results provide an important educational implication: the need to include, throughout the elementary school, tasks aiming at the development of phonological processing and number sense, which are still little known by Brazilian schools.

A co-ocorrência entre as dificuldades na leitura e na matemática é freqüente indicando que processos cognitivos comuns subjacentes a tais dificuldades possam estar deficitários. Este estudo procurou compreender e identificar as relações entre as dificuldades na leitura e na matemática em 79 alunos brasileiros do 3º ao 6º ano do Ensino Fundamental. Os alunos foram divididos em quatro grupos: com dificuldades na leitura (DL), com dificuldades na matemática (DM), com dificuldades nas duas áreas (DLM) e sem dificuldades (controle). Avaliamos o perfil cognitivo dos grupos por meio de tarefas que envolveram: processamento fonológico (memória fonológica de dígitos, frases e relatos, consciência fonológica e velocidade de processamento), senso numérico, memória de trabalho (componente executivo central), e estratégias de contagem e de recuperação da memória. O grupo de alunos com dificuldades na leitura e na matemática evidenciou problemas que abrangem o processamento fonológico, o senso numérico e o componente executivo central da memória de trabalho. Tal resultado sugere que todas estas habilidades desempenham um importante papel no aprendizado eficiente da leitura e da matemática. Os alunos com DL apresentaram baixo desempenho nas tarefas de consciência fonológica e velocidade de processamento de letras, e números e letras. Os alunos com DM mostraram desempenho significativamente inferior na tarefa de memória de relatos e de recuperação de fatos da memória. Este grupo utilizou estratégias de contagem imaturas, mas não evidenciou dificuldades com o senso numérico, como foi previsto. O estudo indica que a Teoria dos Dois Fatores oferece uma importante contribuição para se compreender a coexistência de dificuldades na leitura e na matemática. No entanto, em concordância com Hopkins e Lawson (2006), nossos resultados sugerem um avanço na teoria, fornecendo papel de destaque à velocidade de processamento. Os resultados do estudo oferecem uma importante implicação educacional: a necessidade de se incluir, ao longo do Ensino Fundamental, tarefas escolares voltadas para o desenvolvimento do processamento fonológico e do senso numérico, habilidades estas ainda pouco conhecidas pela escola brasileira. / The co-occurrence between the difficulties in reading and mathematics is frequent, indicating that common cognitive processes underlying these difficulties may be impaired. This study sought to understand and identify the relationship between the difficulties in reading and mathematics in 79 Brazilian students from the 3rd to the 6th year of elementary school. The students were divided into four groups: difficulties in reading (RD), difficulties in mathematics (MD), difficulties in both areas (MD-RD) and the ones without difficulties (control). We assessed the cognitive profile of the groups by means of tasks involving: phonological processing (phonological memory of digits, sentences and short stories, phonological awareness and processing speed), number sense, working memory (central executive component), counting strategies and arithmetic fact retrieval. Students with difficulties in reading and mathematics showed problems that range from phonological processing to number sense and working memory tasks. Such a result suggests that all these abilities play an important role in efficient learning in reading and mathematics. Students with reading difficulties showed a significantly lower performance in the phonological awareness, the letter processing speed and numbers and letters processing speed tasks. Students with mathematics difficulties showed significantly lower performance in the short stories memory task and retrieval of memory facts. This group used immature counting strategies, but showed no difficulties with number sense, as hypothesized. The study indicates that the Two-Factor Theory offers an important contribution to understanding the coexistence of difficulties in reading and mathematics. However, in agreement with Hopkins and Lawson (2006), our results suggest a breakthrough in the theory, providing a prominent role to the processing speed. The results provide an important educational implication: the need to include, throughout the elementary school, tasks aiming at the development of phonological processing and number sense, which are still little known by Brazilian schools.

Submitted by Juliana Ferreira Blandino null (juliana.ferreiraae@gmail.com) on 2016-07-09T15:00:41Z No. of bitstreams: 1 Dissertação Juliana Blandino 2016.pdf: 2008055 bytes, checksum: 4c46413394a65884ce7d41bafce68822 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-12T14:09:52Z (GMT) No. of bitstreams: 1 blandino_jf_me_arafcl.pdf: 2008055 bytes, checksum: 4c46413394a65884ce7d41bafce68822 (MD5) / Made available in DSpace on 2016-07-12T14:09:52Z (GMT). No. of bitstreams: 1 blandino_jf_me_arafcl.pdf: 2008055 bytes, checksum: 4c46413394a65884ce7d41bafce68822 (MD5) Previous issue date: 2016-06-30 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / As novas tecnologias de informação e comunicação vêm sendo consideradas ferramentas importantes para melhorar o processo de ensino-aprendizagem e a inovação das práticas pedagógicas. Os Objetos de Aprendizagem podem contribuir para tornar o processo educativo mais contextualizado, lúdico e interativo, características que podem ajudar na compreensão dos conteúdos estudados, contribuindo com o ensino-aprendizagem. Assim, esta pesquisa teve por objetivo investigar o uso de Objetos de Aprendizagem como mecanismo de apoio a alunos com dificuldade no processo de alfabetização no primeiro ano do Ensino Fundamental de uma escola pública estadual. A investigação buscou verificar como o uso do referido recurso tecnológico, acompanhado de uma proposta pedagógica, pode auxiliar os alunos a superarem as dificuldades de aprendizagem identificadas no processo de alfabetização. Assim, nesta pesquisa-ação, utilizamos os Objetos de Aprendizagem durante as aulas de informática de forma individual e diferenciada com um grupo de 7 alunos com dificuldades de aprendizagem, durante três meses. Os Objetos de Aprendizagem foram instalados em 4 Tablets, e utilizados coletivamente pelo grupo de alunos com a coordenação e supervisão da pesquisadora. A análise dos dados coletados durante o processo revelou que, embora o período de aplicação da proposta tenha sido de apenas três meses, todos os alunos apresentaram ganhos qualitativos no processo de alfabetização. Podemos destacar entre os resultados positivos, o aumento da motivação dos alunos na realização das atividades complementares; o desenvolvimento da consciência fonológica; o aumento da confiança dos alunos que gerou uma atitude positiva perante os desafios da aprendizagem; e, finalmente, o progresso dos alunos nas avaliações do nível de alfabetização realizado pela escola. A atenção individualizada da pesquisadora para com os alunos também foi outro fator significativo que contribuiu para os progressos observados. / The new information technology and communication have been considered important tools to improve the teaching-learning process and the innovation of educational practices. The learning objects may contribute to make the educational process more contextualized, playful and interactive, what can help to understand the content covered by these studies, and contribute as well for learning. Thus, this research aimed investigating the use of learning objects as a support system to students with disabilities in the literacy process in the first year of primary education at a public school. The investigation sought to verify how the use of the proposed technological resource, with an appropriate educational proposal, may assist the students to overcome the learning difficulties identified in the process of literacy. This way, through this research-action, the learning objects were used, during the computing classes, individually and in a differentiated way, with a seven-years-old group of children with educational disabilities, for three months. The learning objects were installed in 4 tablets and they were used collectively by the students monitored and coordinated by the researcher. The analysis of data collected during the process showed that, although the implementation period of the proposal had been only for three months, all the students achieved qualitative gains in the literacy process. Between the positive results, specific mention can be made on the students increasing motivation when doing complementary activities; phonological awareness development; the increasing confidence, what reflected positively on facing learning challenges; and finally, the progress of the students in the literacy level assessments provided by the school. The personal attention of the researcher to the students was also a significant element, which contributed to the progress noted. / FAPESP: 2014/13167-3

Inúmeras razões podem levar uma empresa até então saudável a enfrentar dificuldades financeiras. Entretanto, as pesquisas demonstram que a falta de liquidez, geralmente, não é o problema central, mas apenas uma conseqüência de outros fatores que, possivelmente, já manifestaram seus sintomas antes da crise financeira se instalar. Se os primeiros indícios desta situação puderem ser percebidos em tempo hábil, talvez a espiral decrescente possa ser evitada ou revertida, desde que haja um trabalho consciente de detecção dos reais problemas enfrentados pela empresa, conjugado com intervenções rápidas e eficazes que restabeleçam o seu equilíbrio econômico e financeiro. Esta tese estuda todo este processo de recuperação de empresas em dificuldades financeiras, desde os sinais de uma eventual deterioração, o diagnóstico que identifique suas causas, a formulação de um plano de recuperação e a sua negociação com os stakeholders em circunstâncias de fortes conflitos de interesses, até o turnaround em si. Os objetivos centrais foram identificar fatores críticos que mais podem contribuir para o sucesso de uma recuperação e propor um modelo teórico que sirva de referência para a estruturação destes processos. Para tanto, esta tese desenvolveu uma significativa pesquisa qualitativa, com características descritivas, explicativas e exploratórias. A técnica utilizada como estratégia de coleta de dados foi a entrevista individual e em profundidade, visto que se buscava conhecer detalhes de um processo e o universo da pesquisa é composto por experts profissionais. Todas as entrevistas foram conduzidas com base em um formulário de pesquisa semi-estruturado e flexível, o que permitiu grande interação ao longo de diálogos orientados. A amostra da pesquisa se baseou no critério da representatividade, permitindo aprofundamento, abrangência e diversidade na compreensão das múltiplas dimensões de um turnaround. Foram entrevistados conceituados consultores com vasta experiência nesta atividade, além de outros importantes agentes envolvidos neste processo, como investidores, gestores, advogados e administradores judiciais. Trata-se de uma amostra representativa, cujo valor provém do conhecimento, da experiência e da reputação dos profissionais ouvidos. Os resultados da pesquisa distinguem causas e sintomas das crises financeiras e evidenciam a existência de problemas recorrentes, padrões de atitudes, erros e comportamentos que precedem o insucesso das empresas. Foram identificados dez fatores críticos de sucesso para a recuperação de empresas em dificuldades financeiras; são eles: negociação, estabilização, tempo, atitude, os fundamentos do negócio, credibilidade, informação, unidade de comando, implementação e uma oportunidade. Por fim, foi proposto um modelo conceitual com três dimensões básicas: estratégica, organizacional e financeira, cujas fases em cada dimensão evoluem ao longo do tempo e afetam a função-objetivo da empresa. / A previously healthy company can find itself in financial difficulty for countless reasons. Research shows, however, that lack of liquidity is generally not the central problem, but a consequence of other factors, whose symptoms may have already started to appear before the financial crisis began. If the first signs of this situation can be recognized far enough in advance, the downward spiral may be avoided or even reversed, as long as there is a conscious effort to detect the company\'s real problems, together with quick, effective interventions to reestablish economic and financial balance. This thesis examines the whole turnaround process of companies in financial difficulty, from the first signs of deterioration, through a diagnosis of the causes, the formulation of a recovery plan and negotiations with stakeholders in a situation where there are strong conflicts of interests, to the actual turnaround itself. Our main objectives were to identify the critical factors that most contributed to the success of a recovery and to propose a theoretical model to serve as a reference for the structuring of these processes. To this end, this thesis involved an extensive qualitative study, which was descriptive, explanatory, and exploratory. We used in-depth, individual interviews as a data collection strategy, since we were interested in the details of the process, and the interviewees were all experts. All of the interviews were based on a loosely structured, flexible questionnaire, which allowed a great deal of interaction throughout the prompted conversations. Study participants were chosen for their representativeness, allowing for depth, breadth, and diversity in the understanding of the multiple dimensions of a turnaround. We interviewed highly respected consultants with extensive experience in the area, as well as other important agents in the process, such as investors, managers, lawyers, and legal administrators. It is a representative sampling, whose value is derived from the knowledge, experience, and reputation of the professionals interviewed. The results of the study distinguish between causes and symptoms of financial crises and show that there are recurrent problems and patterns of attitudes, errors, and behaviors that precede such crises within companies. We identified ten factors critical to the successful recovery of companies experiencing financial difficulties, these being: negotiation, stabilization, time, attitude, business foundations, credibility, information, unity of command, implementation, and an opportunity. Finally, we propose a conceptual model with three basic dimensions - strategic, organizational, and financial - whose phases in each dimension develop over time and affect the objective function of the company.

A co-ocorrência entre as dificuldades na leitura e na matemática é freqüente indicando que processos cognitivos comuns subjacentes a tais dificuldades possam estar deficitários. Este estudo procurou compreender e identificar as relações entre as dificuldades na leitura e na matemática em 79 alunos brasileiros do 3º ao 6º ano do Ensino Fundamental. Os alunos foram divididos em quatro grupos: com dificuldades na leitura (DL), com dificuldades na matemática (DM), com dificuldades nas duas áreas (DLM) e sem dificuldades (controle). Avaliamos o perfil cognitivo dos grupos por meio de tarefas que envolveram: processamento fonológico (memória fonológica de dígitos, frases e relatos, consciência fonológica e velocidade de processamento), senso numérico, memória de trabalho (componente executivo central), e estratégias de contagem e de recuperação da memória. O grupo de alunos com dificuldades na leitura e na matemática evidenciou problemas que abrangem o processamento fonológico, o senso numérico e o componente executivo central da memória de trabalho. Tal resultado sugere que todas estas habilidades desempenham um importante papel no aprendizado eficiente da leitura e da matemática. Os alunos com DL apresentaram baixo desempenho nas tarefas de consciência fonológica e velocidade de processamento de letras, e números e letras. Os alunos com DM mostraram desempenho significativamente inferior na tarefa de memória de relatos e de recuperação de fatos da memória. Este grupo utilizou estratégias de contagem imaturas, mas não evidenciou dificuldades com o senso numérico, como foi previsto. O estudo indica que a Teoria dos Dois Fatores oferece uma importante contribuição para se compreender a coexistência de dificuldades na leitura e na matemática. No entanto, em concordância com Hopkins e Lawson (2006), nossos resultados sugerem um avanço na teoria, fornecendo papel de destaque à velocidade de processamento. Os resultados do estudo oferecem uma importante implicação educacional: a necessidade de se incluir, ao longo do Ensino Fundamental, tarefas escolares voltadas para o desenvolvimento do processamento fonológico e do senso numérico, habilidades estas ainda pouco conhecidas pela escola brasileira. / The co-occurrence between the difficulties in reading and mathematics is frequent, indicating that common cognitive processes underlying these difficulties may be impaired. This study sought to understand and identify the relationship between the difficulties in reading and mathematics in 79 Brazilian students from the 3rd to the 6th year of elementary school. The students were divided into four groups: difficulties in reading (RD), difficulties in mathematics (MD), difficulties in both areas (MD-RD) and the ones without difficulties (control). We assessed the cognitive profile of the groups by means of tasks involving: phonological processing (phonological memory of digits, sentences and short stories, phonological awareness and processing speed), number sense, working memory (central executive component), counting strategies and arithmetic fact retrieval. Students with difficulties in reading and mathematics showed problems that range from phonological processing to number sense and working memory tasks. Such a result suggests that all these abilities play an important role in efficient learning in reading and mathematics. Students with reading difficulties showed a significantly lower performance in the phonological awareness, the letter processing speed and numbers and letters processing speed tasks. Students with mathematics difficulties showed significantly lower performance in the short stories memory task and retrieval of memory facts. This group used immature counting strategies, but showed no difficulties with number sense, as hypothesized. The study indicates that the Two-Factor Theory offers an important contribution to understanding the coexistence of difficulties in reading and mathematics. However, in agreement with Hopkins and Lawson (2006), our results suggest a breakthrough in the theory, providing a prominent role to the processing speed. The results provide an important educational implication: the need to include, throughout the elementary school, tasks aiming at the development of phonological processing and number sense, which are still little known by Brazilian schools.

Orientador: Zilda Maria Gesueli Oliveira da Paz / Dissertação (mestrado profissional) - Universidade Estadual de Campinas. Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-15T09:26:44Z (GMT). No. of bitstreams: 1 Barbosa_AdrianaElizabethVilellaFernandes_M.pdf: 902384 bytes, checksum: ba12bfedd8fd4d5a4b9442d5ee620426 (MD5) Previous issue date: 2010 / Resumo: Uma das maiores preocupações no contexto educacional em nosso país, hoje, diz respeito ao fracasso escolar. Para estabelecer uma proposta de intervenção eficaz nos problemas de aprendizagem, tem se recorrido à interlocução entre as áreas da educação e da saúde. O número elevado de alunos encaminhados ao serviço de saúde mental é um indicador de que a reflexão sobre a relação saúde/escola deve ser aprofundada. Pais, professores e profissionais da saúde têm cada um a sua maneira, buscado estratégias para que o sucesso escolar seja alcançado, as quais se dão com ações isoladas de intervenção e que não têm alterado significativamente o desempenho escolar desses alunos. O objetivo da pesquisa foi estudar a trajetória de cinco alunos da rede municipal da região metropolitana de Campinas, encaminhados a atendimento na área da saúde, com queixas de dificuldade de aprendizagem, buscando analisar a interlocução saúde/escola e a dinâmica interdisciplinar que permeia esses casos. A abordagem metodológica escolhida foi o estudo de caso. A coleta de dados resultou da análise de prontuários e entrevistas semiestruturadas com professores e profissionais da saúde. A interpretação dos dados nos faz concluir que a relação saúde/escola não está de todo estabelecida e o estudo dos cinco casos apresentados neste trabalho indica que ambas as áreas (saúde e educação) percebem a necessidade de maior integração entre elas, mas se acomodam ao modelo gerencial existente, o qual não propicia um trabalho mais sistemático e interdisciplinar. / Abstract: One of the greatest concerns of the educational context in our country today regards to school failure. In order to establish an efficient intervention proposal about learning problems, both education and health fields have been connected together. The great number of students sent to mental health service is an indicator that the study over the health/school relationship needs to be deepened. Parents, teachers and health professionals have, in their own way, sought strategies to school success achievement, through isolated intervention actions that have not significantly helped increase these students? performance. The purpose of this survey was to study the course of five students from public school from the metropolitan area of Campinas, sent for health service for learning difficulties, seeking to analyze the interconnection between health and school and the interdisciplinary dynamic surrounding these cases. The methodological approach chosen was the case study. The data collection resulted from the analysis of semi-structured records and interviews with teachers and health professionals. It can be concluded that the relation between health and school is not at all established and the investigation of the five cases described in this work indicates that both educational and health care fields are aware of their need of a better integration of the two fields. However, both of them are settled in the current model of management, which does not allow a more systematic and interdisciplinary work. / Mestrado / Interdisciplinaridade e Reabilitação / Mestre em Saúde, Interdisciplinaridade e Reabilitação

Three EFL classrooms in primary schools in Greece were introduced to dyslexia friendly practices so as to explore whether dyslexic pupils’ inclusion was enhanced. The aim of this study was to investigate the impact of the dyslexia friendly practices on dyslexic and non-dyslexic EFL pupils’ performance and motivation. EFL teachers’ experiences of the introduction of the dyslexia friendly practices were also explored. Classroom observations, focus groups and teacher and pupil interviews before and during the introduction of the dyslexia friendly practices were conducted. A personal research diary was kept throughout the whole study. It was shown that, the dyslexia friendly practices enhanced dyslexic EFL pupils’ participation in classroom activities and increased their motivation towards learning English. However, less visible changes were shown in their performance. In contrast to the dyslexic EFL pupils, most of their non-dyslexic peers showed improvements in both their motivation and performance. All three EFL teachers experienced positively the introduction of the dyslexia friendly practices while the need for more training on dyslexia was highlighted. These findings indicate that the dyslexia friendly practices enhance inclusion for dyslexic pupils in foreign language education and have positive effects on all classroom pupils and the teachers’ practice. This study contributes to the field of language teaching for dyslexic pupils and suggests a need for more studies on dyslexia support in foreign, second and additional language learning contexts.