|Support type:||Scholarships in Brazil - Doctorate|
|Effective date (Start):||July 01, 2011|
|Effective date (End):||February 28, 2015|
|Field of knowledge:||Humanities - Psychology - Experimental Psychology|
|Principal Investigator:||Camila Domeniconi|
|Home Institution:||Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil|
|Associated research grant:||08/57705-8 - Institute for the Study of Behavior, Cognition and Teaching, AP.TEM|
This dissertation was written in the compendium of scientific texts and introduces five chapters that support the planning, implementation and evaluation of interventions to ensure academic learning of reading and writing basic skills for learners with intellectual disabilities (ID) and autistic spectrum disorder (ASD), from the involvement of three different educational agents (regular classroom teachers, special education teachers and parents). First of all, we proposed a systematic review of national literature about the role of educational agents. From the lack of studies that aimed teaching reading and writing basic skills by educational agents, were proposed the necessary items for the training of these agents. Following were scheduled four interventions applied by each one of the educational agents, then it was proposed a joint training with all agents involved and evaluated the reading and writing performance of learners, after they were exposed to interventions applied by these agents. In total, this dissertation has seven scientific texts. The suggestions are proposed for conducting future studies and it is expected that the results may assist in the elaboration of teaching reading and writing interventions for learners with ID and ASD from the joint participation of the three educational agents: regular classroom teachers, special education teachers and parents.