<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722023000100144</article-id>
<article-id pub-id-type="doi">10.25757/invep.v13i1.322</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A leitura funcional como processo de promoção de autonomia pessoal e social de alunos com perturbação do desenvolvimento intelectual]]></article-title>
<article-title xml:lang="en"><![CDATA[Functional reading as a process to promote the personal and social autonomy of students with intellectual development disorders]]></article-title>
<article-title xml:lang="es"><![CDATA[La lectura funcional como proceso de promoción de la autonomía personal y social de los alumnos con perturbación del desarrollo intelectual]]></article-title>
<article-title xml:lang="fr"><![CDATA[La lecture fonctionnelle comme processus favorisant l'autonomie personnelle et sociale des élèves ayant des perturbations du développement intellectuel]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Luísa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madureira]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,St. Julian´s School  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação de Lisboa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>144</fpage>
<lpage>178</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722023000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722023000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722023000100144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No presente estudo procurou-se compreender como se processa o ensino-aprendizagem de alunos com Perturbação de Desenvolvimento Intelectual (PDI), em particular conhecer as conceções e as práticas pedagógicas que os docentes desenvolvem, no sentido de promover competências leitoras e de autonomia facilitadoras da integração na vida ativa. Enquadrando-se num paradigma interpretativo, o estudo de caso realizado privilegiou como técnicas de recolha de dados a pesquisa documental e a realização de entrevistas e de observações naturalistas. Em termos gerais, os resultados mais significativos sublinham a importância do professor de educação especial (PEE) na intervenção e inclusão de alunos com PDI, a necessidade de maior colaboração entre docentes e técnicos e a relação evidente entre a leitura funcional e o desenvolvimento da autonomia pessoal e social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this study, we sought to understand how the teaching-learning process of students with Intellectual Development Disorder (IDD) is processed, in particular to know the pedagogical concepts and practices that teachers develop, in order to promote reading skills and autonomy as these skills are critical to facilitate integration into societal life. Framing an interpretive paradigm, the case study focused on data collection techniques comprising document research, interviews and naturalistic observations. In general terms, the most significant results underline the importance of the special education teacher in the intervention and inclusion of students with IDD, the need for greater collaboration between teachers and technicians and the evident relationship between functional reading and the development of personal and social autonomy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resume En el presente estudio se buscó entender cómo se procesa la enseñanza-aprendizaje de los alumnos con perturbación del desarrollo intelectual (PDI), en particular conocer las concepciones y las prácticas pedagógicas que los profesores desarrollan, en el sentido de promover competencias lectoras y de autonomía facilitadoras de la integración en la vida activa. Dentro de un paradigma interpretativo, el estudio de caso realizado privilegió como técnicas de recoja de dados la pesquisa documental, la realización de entrevistas y de observaciones naturalistas. En general, los resultados significativos refieren la importancia del profesor de educación especial (PEE) en la intervención e inclusión de alumnos con PDI, la necesidad de mayor colaboración entre profesores y técnicos y la relación clara entre la lectura funcional y el desarrollo personal y social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans la présente étude, nous avons cherché à comprendre comment le processus d'enseignement-apprentissage des élèves ayant une Perturbation du Développement Intellectuel (PDI) se déroule, en particulier, connaître les concepts et les pratiques pédagogiques que les enseignants développent, afin de favoriser les compétences en lecture et l'autonomie qui facilitent l'intégration dans la vie active. Encadrant un paradigme interprétatif, l'étude de cas réalisée a privilégié la recherche documentaire, les entretiens et les observations naturalistes comme techniques de recueil de données. De manière générale, les résultats les plus significatifs soulignent l'importance de l'Éducateur Spécialisé (ÉS) dans l'intervention et l'inclusion des élèves avec PDI, la nécessité d'une plus grande collaboration entre enseignants et techniciens et l&#8217;évidente relation entre la lecture fonctionnelle et le développement de l'autonomie personnelle et sociale.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autonomia pessoal e social]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Leitura funcional]]></kwd>
<kwd lng="pt"><![CDATA[Perturbação do Desenvolvimento Intelectual]]></kwd>
<kwd lng="en"><![CDATA[Personal and Social Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Functional reading]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Development Disorder]]></kwd>
<kwd lng="es"><![CDATA[Autonomía personal y social]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Lectura Funcional]]></kwd>
<kwd lng="es"><![CDATA[Perturbación del desarrollo intelectual]]></kwd>
<kwd lng="fr"><![CDATA[personnelle et sociale]]></kwd>
<kwd lng="fr"><![CDATA[Éducation Inclusive]]></kwd>
<kwd lng="fr"><![CDATA[Lecture fonctionnelle]]></kwd>
<kwd lng="fr"><![CDATA[Perturbation du Développement Intellectuel.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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