Artigos - Educação Especial - FFC

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10 YEARS OF THE NATIONAL POLICY ON SPECIAL EDUCATION IN PERSPECTIVE OF INCLUSIVE EDUCATION IN DEBATE: TRAJECTORY, LIMITS AND CHALLENGES
(Unesp-faculdade Ciencias & Letras, 2018-12-01) Mosca Giroto, Claudia Regina [UNESP]; Poker, Rosimar Bortolini [UNESP]; Frigieri De Vitta, Fabiana Cristina [UNESP]; Universidade Estadual Paulista (Unesp); Universidade Federal de São Carlos (UFSCar)
ACCESSIBILITY AND CHILD EDUCATION: THE PROCESS OF INCLUSION OF TARGET AUDIENCE OF SPECIAL EDUCATION IN MANAUS/AM
(Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, 2019-04-01) Souza Matos, Maria Almerinda de; Souza, Danilo Batista de; Oliveira, Jaima Pinheiro de [UNESP]; Univ Fed Amazonas UFAM; Universidade Estadual Paulista (Unesp)
We present in this work discussions about the process of inclusion of the target audience of Special Education in Early Childhood Education in Manaus (AM), with emphasis on the accessibility situation. For this, we present data of students included in the schools of the Municipal Education Department of Manaus and we exemplify the condition of accessibility in two schools. Thus, we defend that the school plays an important role, since it is one of the first spaces of public experience of the child. In the context of inclusion and universal design it is expected that school spaces will be constructed taking into account the possibility of their use by all students.
Accessibility in the elementary schools of a municipality west of Sao Paulo
(Cuba Editora, 2015-01-01) Medice, Jose; Frigieri de Vitta, Fabiana Cristina [UNESP]; Souza de Conti, Marta Helena; Zaniolo, Leandro Osni [UNESP]; De Vitta, Alberto; Univ Sagrado Coracao; Universidade Estadual Paulista (Unesp)
This study aimed to identify and describe the architectural barriers in elementary schools, before and after the Law of Guidelines and Bases (LDB). It is a cross-sectional, descriptive research to map the architectural conditions of access in fourteen elementary schools in the municipal schools network in a medium-sized city in the western region of the state of Sao Paulo. The environments were visited and data collection was performed using a standardized protocol. Data was compared to those established by ABNT-9050 and categorized into appropriate and inappropriate. It was observed that 100% of schools before and after LDB, had no anti-slip flooring, tactile warning and directional; accesses, ramps and stairs had no guides and guideposts; dimensions, grip and slip handrails were inadequate, the toilets had no transition area, mirrors and sinks were not adapted; there was no outside furniture such as drinkers and tailored service counters and adapted libraries. Therefore, this study also has shown that schools installed, pre and post LDB presented several inappropriate items to the ABNT (Brazilian Association of Technical Standards) standards.
Acessibilidade em eventos científicos: contribuições da educação especial
(2012) Manzini, Eduardo José [UNESP]; Universidade Estadual Paulista (Unesp)
The accessibility concept has been incorporated by scientific and social environment. In this context, it is necessary to be concerned about issues of accessibility in scientific events, mainly those that approach the subject special education and that appreciate inclusion and social participation of people, regardless of the differences. This study presents text some information on accessibility in scientific congresses as well as a checklist to assist in planning events of this nature.
Acesso motor ao recurso de comunicação alternativa: Opinião de profissionais em relação ao layout de figuras
(2017-01-01) Sankako, Andréia Naomi [UNESP]; Braccialli, Lígia Maria Presumido [UNESP]; Universidade Estadual Paulista (Unesp)
The use of adequate size and position of the alternative communication picture has been a frequent doubt among teachers and specialized professionals who work with children with cerebral palsy. This study therefore aimed to verify the opinion of professionals working with alternative communication regarding the adequacy of the size and layout of communication pictures for children with cerebral palsy. Six expert professionals in alternative communication participated in this study. A semi-structured interview was conducted. Data were analyzed using content analysis. Three categories and 11 subcategories were identified. The research identified that there is no standard size for pictures used in alternative communication; the selection of the ideal size of the pictures and the best layout are carried out by trial and error and there is no instrument or protocol for this purpose; to select the ideal size for the picture, three sizes are used: small, medium and large; the best position and the most commonly used is the center, in the same or above the eyes line; the worst position and the least used is below the eyes line; the horizontal arrangement of pictures is the most commonly used.
Ações educativas e cuidados multiprofissionais na afecção crônica: atenção ao paciente renal crônico
(Universidade Estadual Paulista (Unesp), 2011) Oliveira, Nattalia de [UNESP]; Calil, Susana de Santana [UNESP]; Araujo, Rita de Cássia Tibério [UNESP]; Universidade Estadual Paulista (Unesp)
The Acting in Group of Teachers as Possibility of Resignification of the Interpretation about the Writing Language
(2014) Giroto, Cláudia Regina Mosca [UNESP]; Castro, Rosane Michelli de [UNESP]; Vitta, Fabiana Cristina Frigieri de [UNESP]; Cicilino, Joice Emanuele Munhoz [UNESP]; Universidade Estadual Paulista (Unesp)
Front of the possibility of acting with the teachers who teach in schools of Early Childhood Education for children aged six years, about the re-siginification of the understanding of writing language and of the importance of the child in this age group establish a positive relationship with this mode of language, was developed in 2011, a project linked to the Teaching of UNESP titled “Depathologization learning of the writing and inclusive education: reflections and actions of the teacher of Early Childhood Education”. This project aims to identification of the actions, in the classroom, of the patologization and subsequent implementation of actions depathologization writing by teachers’ actions, considering the increasingly early systematization of formal education of this kind of language in kindergarten. To this end, procedures that characterize the collaborative methodology are adopted. Throughout the methodological course, the engagement of the teachers, of the coordination and of the direction was valued, which seemed to favor both the formation, as the maintenance of the group, were very important aspects to ensure the interaction between its members and the common interest in the reflection about the topic in question. This paper focuses attention on whether thematic axes highlight during the initial survey of the expectations of teachers subsequently addressed in theoretical and reflective meetings leading up to identification of actions the patologization and/or of the proposition of the actions despatologizadoras of the learning of the writing, and in what refers to the way they are addressed.
Adaptação de histórias por meio da comunicação suplementar e alternativa para alunos com paralisia cerebral
(Universidade Estadual Paulista (Unesp), 2007) Ponsoni, Adriana [UNESP]; Shameshima, Fabiana Sayuri [UNESP]; Deliberato, Débora [UNESP]; Universidade Estadual Paulista (Unesp)
Adaptação de historias por meio da comunicação suplementar e alternativa para alunos com paralisia cerebral
(Universidade Estadual Paulista (Unesp), 2007) Ponsoni, Adriana [UNESP]; Sameshima, Fabiana Sayuri [UNESP]; Deliberato, Débora [UNESP]; Universidade Estadual Paulista (Unesp)
Introdução: A literatura tem demonstrado que o conto e reconto de histórias proporcionam o desenvolvimento da narrativa, aumento do repertório lexical e estruturação sintática. O recurso de comunicação Suplementar e Alternativa tem sido utilizado com crianças deficientes que apresentam severos distúrbios da comunicação como facilitador dos processos de aquisição e desenvolvimento da linguagem, como por exemplo, durante as atividades de histórias. Objetivos: Utilizar o recurso de Comunicação Suplementar e Alternativa como facilitador para aquisição e ampliação de vocabulário e da estruturação frasal de crianças com paralisia cerebral. Métodos: Participaram deste estudo duas crianças com paralisia cerebral e comprometimento da linguagem oral, sendo uma do gênero feminino com 8 anos e um do gênero masculino com 11 anos, que recebem atendimento na área de fonoaudiologia do Setor de Comunicação Alternativa de uma Unidade Auxiliar. Foram adaptadas duas histórias com figuras do programa Boardmaker-Picture Communication Symbols (PCS). As responsáveis pelos atendimentos realizaram a contagem das histórias com o livro e as figuras do PCS e em seguida a história era recontada pelas crianças com o apoio do recurso de comunicação suplementar e alternativa. Para recontar as histórias, as crianças colavam as figuras em uma placa de eucatéx e as terapeutas auxiliavam tanto no reconhecimento das figuras como na organização da estrutura sintática. Essas atividades foram filmadas e posteriormente analisadas. Resultados: Foi possível observar por meio da análise das filmagens que durante o reconto da primeira história as crianças necessitaram a todo o momento da intervenção das terapeutas para auxiliar na organização das frases, o que não foi observado na segunda história, em que ocorreu menos intervenção das terapeutas. Também foi observado o aumento do repertório lexical, visto que o conteúdo de algumas figuras foi utilizado em outros contextos que não faziam parte da atividade. Na estratégia do reconto, as crianças utilizaram além das figuras do programa utilizado outras formas de expressão como gestos representativos, expressões faciais, risos, fala e emissão de sons ininteligíveis. O recurso de comunicação suplementar e alternativa foi um recurso importante no processo de interação dos alunos deficientes, favorecendo tanto a linguagem expressiva quanto a linguagem receptiva, permitindo aos alunos deficientes não-falantes demonstrarem seus potencias e suas habilidades.
Adequação curricular: alternativas de suporte pedagógico na Educação Inclusiva
(2010) Leite, Lúcia Pereira [UNESP]; Martins, Sandra Eli Sartoreto de Oliveira [UNESP]; Universidade Estadual Paulista (Unesp)
The organization of the inclusive education is a slow and complex process, which has the necessity of investments in supports for all the scholar team. Aiming at spreading one of the actions carried out for the promotion of the inclusive educational practices in a municipal education system in a western city in the state of São Paulo, this paperwork has the objective of presenting an elaborated manual of orientations for the implementation of the individual curricular adaptations (ACIs) for students who demand special educational necessities (NEEs). The material was constituted on the basis of three data sets: 1) tabulation of the evaluations of the curricular adaptations already made; 2) the literature review; 3) analysis of the themes which have emerged during case discussion meetings mediated by the researchers with teachers from the Specialized Pedagogical Support Service (SAPE), with teachers and administrators from the common education system and the technical-pedagogical team. The final version of the manual contemplates the theoretical-operational aspects about the themes: flexibility and curricular adequation, inclusive education, definitions of NEEs, how SAPE works; and it finishes with a model proposal of ACI. It is expected that the spreading of this material can subside new curricular propositions for students with deficiency that are very distant from the academic level expected for the current scholar year.
Adequação de demandas funcionais de atividades para a participação escolar de crianças com disfu'nções neuromotoras
(2010) Pereira, Débora Morais [UNESP]; Araújo, Rita de Cássia Tibério [UNESP]; Braccialli, Lígia Maria Presumido [UNESP]; Universidade Estadual Paulista (Unesp)
The school participation is a prerequisite for the construction of knowledge, learning and development. Neurological deficits may affect child's ability to explore the environment and engage in typical activities. Considering the importance of encouraging professionals in the field of education to conduct simple adjustments in school activities of daily life, this study aimed to adapt, with low cost materials, resources of entertainment and educational for children with neuromotor disorders . It was objects of this study eight resources prescribed and designed for three children diagnosed with cerebral palsy: domino, puzzle, memory game, moving magnetized alphabet, crossword, doll body scheme, adaptation of pencils for writing and bracelet sinker.The analysis of these resources occurred in the parameters of conventional design and management skills, followed by identifying the limiting conditions of the motor skills of the cases observed, indicating the materials used in the adaptation and possible uses. This study provides subsidy for implementation of teaching strategies in the care of students with neuromotor disorders.
ALTAS HABILIDADES/SUPERDOTAÇÃO NA FORMAÇÃO DE PROFESSORES BRASILEIROS E PORTUGUESES: UM ESTUDO COMPARATIVO ENTRE OS CASOS DA UNESP E DA UMINHO
(Faculdade de Educação da Universidade Federal de Minas Gerais, 2020-03-30) Martins, Bárbara Amaral; Chacon, Miguel Claudio Moriel [UNESP]; Almeida, Leandro Da Silva; Universidade Federal de Mato Grosso do Sul; Universidade Estadual Paulista (Unesp); Universidade do Minho
Considering the teachers importance in the identification and encouragement of students with high abilities/giftedness, we propose to investigate and compare the structure and possibilities of teacher education on the topic in the Pedagogy course of UNESP, Marília Campus, in Brazil and in the Education Basic bachelor course and Masters in Teaching at UMinho, Gualtar Campus, in Portugal. The specific objectives are: to investigate students' knowledge about high abilities/giftedness; to analyze the relationship of research and extension projects with teacher education; to verify the productions collection on high abilities/giftedness in the campuses. The data were collected through interviews and consultation of the documentation bases. The production and acquisition of bibliographic materials, the way the topic is approached in the disciplines and the possibility of participating in research and extension projects are directly related to the scientific involvement of the teachers of the courses with the high abilities/giftedness.
Alunos com surdez e o processo de inclusão: uma análise de discursos sobre sobre Língua de Sinais
(2012) Bosco, Daniella Cristina [UNESP]; Martins, Sandra Eli Sartoreto de Oliveira [UNESP]; Giroto, Cláudia Regina Mosca [UNESP]; Universidade Estadual Paulista (Unesp)
The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.
Alunos com surdez e o processo de inclusão: uma análise dos discursos sobre língua de sinais
(2012) Bosco, Daniella Cristina [UNESP]; Martins, Sandra Eli Sartoretto de Oliveira [UNESP]; Giroto, Claudia Regina Mosca [UNESP]; Universidade Estadual Paulista (Unesp)
The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.
Análise comparativa de um documento de adequação curricular
(2010) Varella, Ana Lucia Correia [UNESP]; Borelli, Laura Moreira [UNESP]; Leite, Lúcia Pereira [UNESP]; Martins, Sandra Eli Sartoreto de Oliveira [UNESP]; Universidade Estadual Paulista (Unesp)
From the ideologies of inclusive education, the development and adoption of new organizational practices in the school curriculum are noted. In this sense, the work presented here aims to report part of implementation and development process of a individual instrument of curricular adaptation (ACI), to students with special educational needs, especially disabilities, or strong disabilities evidences, who were enrolled in mainstream school. This research aim is to present and to analysis comparatively the structure and use of a didactic-pedagogical curricular adequacy tool, employed by the Department of Education City teachers from a city of Sao Paulo. Two different groups of teachers who worked with students with special educational needs participated in this study, the first (G-1) has had contact with the instrument, and the second (G-2) unknown the instrument. The data collection procedure was the application of a questionnaire consisting of 11 multiple choice questions to the sample. It was noted the document evaluation was positive for most participants from G-1, and participants in G-2 show interest in adopting an instrument to facilitate the teacher activity in organization of education process with special educational needs students. In this way, it’s possible concludes that the instrument analyzed ACI was considered by both teachers groups with a useful pedagogical procedure, able to guide them to elimination of procedural barriers to access to the curriculum towards the realization of an inclusive school.
Análise da relação entre a habilidade de integração visuo-motora e o desempenho escolar
(2011) Pereira, Débora Morais [UNESP]; Araújo, Rita de Cássia Tibério [UNESP]; Braccialli, Lígia Maria Presumido [UNESP]; Universidade Estadual Paulista (Unesp)
Visual-motor integration is a skill that involves visual perception and eye-hand coordination. Deficit in perceptual ability and motor organization capacity may reflect in reading, writing and arithmetic learning difficulties. This study aimed to verify the relationship between visual-motor integration ability and academic performance, as well, whether visual perception ability was correlated with reading performance and whether motor coordination ability was correlated with writing performance. Participants were 77 students in the 2nd. year of elementary education at a public school. To data collect were applied the Developmental Test of Visual-Motor Integration and the Academic Performance Test. The results showed a significant correlation between visual-motor integration ability and academic skills of reading (r = 0.230, p = 0.044), writing (r = 0.244, p = 0.033) and arithmetic (r = 0.277, p = 0.015). In addition, was also identified significant correlation between visual perception and reading performance (r = 0.407, p = 0) and between the motor coordination and cursive writing (p = 0.039). The results of this study are consistent with the literature, concerning the verification of visual-motor integration, visual perception and motor coordination abilities influence on the students performance in school activities.
Análise das matrizes curriculares dos cursos de pedagogia da universidade estadual paulista na perspectiva da educação inclusiva
(Universidade Estadual Paulista (Unesp), 2011) Fonseca–Janes, Cristiane Regina Xavier [UNESP]; Omote, Sadao [UNESP]; Universidade Estadual Paulista (Unesp)
Análise de jogos virtuais para o uso com crianças com deficiência no contexto escolar e terapêutico
(Universidade Estadual Paulista (Unesp), 2015-09-08) Prado, Karine Antunes do [UNESP]; Araújo, Ariane Lopes de [UNESP]; Rosan, Laianne [UNESP]; Silva, Sara Raquel Martins da [UNESP]; Rodrigues, Natália Moya [UNESP]; Silva, Michele Zampar [UNESP]; Gon, Raissa Gon [UNESP]; Braccialli, Lígia Maria Presumido [UNESP]; Araújo, Rita de Cassia Tibério [UNESP]; Universidade Estadual Paulista (Unesp)
The use of games has grown as an aid in education and health, in search of better results in several respects. The study aimed to investigate and map the skills to practice the game "Big Brain Academy Wii Degree." It performed an analysis of the games of their description, aspects and adaptations. Resulting to a games "Pratica", "Mental Competition", "Cerebral Marathon" and "Challenge Neuronal" the indication to the public 7-15 years which includes aspects: motor, cognitive, sensory and social and presents the possibility of associating graduation the adaptations. The study concludes that the characterization of games of video games provides a range of information for the feature directing the education and health can collaborate in learning.
Análise do curso de extensão em Libras, na modalidade a distância, para formação continuada de professores no contexto educacional inclusivo
(2011) Giroto, Cláudia Regina Mosca [UNESP]; Martins, Sandra Eli de Oliveira Sartoretto [UNESP]; Milanez, Simone Ghedini Costa [UNESP]; Poker, Rosimar Bortolini [UNESP]; Universidade Estadual Paulista (Unesp)
The inclusive education policy implemented by state and municipal educational systems of Brazil, contemplates that students with hearing loss can study in regular education classes. In this context, the use and knowledge of the Brazilian sign language is essential. Therefore, in 2009, an extension course of Libras of 120 hours in distance mode was developed in partnership with the FFC / UNESP, funded by the Program for Continuing Education of Teachers, the SEESP - MEC for Brazilian public school teachers. In the presence of this reality, this research sought to examine the course content, the evaluation of teachers about it and also verify the impression of teachers on a course offered in distance mode. We analyzed: the course design, the scientific report and the evaluation sheets filled in by pupils. It was found that the course had three modules: introduction to distance education; theoretical reflection on the use of Libras in inclusive education, practical activities and the use of Libras. 548 public school teachers linked to 19 departments and/ or boards of education in various regions of Brazil participated in the study. The analysis showed that teachers evaluated the course satisfactorily, pointing out that they favored the interaction with deaf students. Regarding the use of the modality of distance learning, the teacher students had difficulties with the Internet, which hampered access to the materials. However, the teachers considered distance learning interesting, because they learned to tinker with previously unknown tools, and had the opportunity to hone their technology skills.
Análise do equilíbrio estático e de deformidades nos pés de crianças com paralisia cerebral
(Universidade de São Paulo (USP), 2011-06-01) Costa, Thaís Delamuta Ayres da; Carvalho, Sebastião Marcos Ribeiro de [UNESP]; Braccialli, Lígia Maria Presumido [UNESP]; Universidade de São Paulo (USP); Universidade Estadual Paulista (Unesp)
The present study analyzed through baropodometry system, the feet’s types, the vision’s influence during static balance on orthostatic posture and the plantar pressure distribution in 16 children, aged from 6 to 15 years-old with diagnostic of cerebral palsy. We noted that the valgus foot was more common on the sample studied, diparetic spastic, hemiparetic spastic right, and hemiparetic spastic left and ataxic; the static balance on orthostatic posture with closed eyes was more instable compared to the orthostatic posture with opened eyes. In relation to the distribution of plantar pressure, we did not observe statistical significance and there was no correlation between age and the balance’s variables and the plantar pressure’s distribution. Therefore, we concluded that the vision is an important factor on postural control in children with cerebral palsy.

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