BEHAVIORAL AND ACADEMIC PERFORMANCE OF CHILDREN WITH LEARNING DISABILITY COMPLAINTS

Abstract

The sharp difficulties learning related to reading, writing and mathematics have been of great interest to special education because problems in this area can affect the social inclusion and, therefore, produce a negative impact on the student and on his behavior. Thus, the present study aimed to characterize the behavioral and academic performance of children with learning difficulty complaints. Participated in this study four children of 5 years of basic education, of both genders, with an average of 10 years of age, complaining of difficulty in learning, as well as behavior, belonging to the municipal public school, a city in São Paulo countryside. To characterize the performance were used instruments: TDE-School Performance test and EACI-P-child behavior assessment scale for the teacher. The data were analyzed according to the specific criteria for each instrument and applied descriptive analysis. The results showed that children presented results in school performance short for their age and education, and also had abnormal scores variables relating to behavior. These results showed that investment is needed in identification protocols for both the academic performance, as well as for the observed behaviors in the classroom, because both variables are present in the process of learning.