Artigos - Educação Especial - FFC

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  • ItemArtigo
    With the word, the user with disability and the reality experienced in libraries
    (Univ Federal Rio Grande Sul, Fac Biblioteconomia & Comunicacao, 2023-01-01) Wellichan, Danielle da Silva Pinheiro [UNESP]; Manzini, Eduardo Jose [UNESP]; Universidade Estadual Paulista (UNESP)
    The user can be considered an important source of information for libraries with regard to the elaboration and direction of products and services developed for him, especially if he is a person with a disability. However, despite the recommendation and guidance in the literature, this user is still not served as expected with regard to access and accessibility in the library. From this perspective, the objective was to know, together with nine users with disabilities, the relationship between them and libraries, from childhood to the current stage, and how, in their view, library professionals could offer more inclusive services. As a library user study, the construction of this text was sought through a theoretical framework that brought together materials in portuguese, without a time frame, associated with the recording of videos carried out by the guest users themselves. The results showed two situations in the same reality: on the one hand, users who found support for their development in school libraries; on the other hand, those who only knew it in Higher Education, when they unite in pointing out that the university library offers better conditions for use and frequency, even in the midst of some difficulties. The study allowed us to conclude that this relationship can be satisfactory at several points, especially if the information user is heard and collaborates in its inclusive in libraries.
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    (Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, 2022-07-01) Fanti, Juliana Roberta [UNESP]; Braccialli, Ligia Maria Presumido [UNESP]; Universidade Estadual Paulista (UNESP)
    That Article presents part of an research of master's degree that was elaborated, applicated and analyzed an training program of use of eye tracking as dispositive access to computer to students with neuromuscular diseases, checking the effects about the motor performance. The research characterizes as experimental with outline as subject unique as type A-B-A. The resource variety where accurate, reaction time,moviment time and error, measured by the softwares Discrete Aiming Task 2.0,Tracking Task 2.0 and Single Switch Performance Test 1.0. The results demonstrate positive changes on motor perfomance, except on error frequency, that raised proportionally to the percentage of moving time, showing an positive relation between the variants, on the demanding of the task. It oncludes that the training program raised up the motor performance of the student that used eye tracking, giving independency to the source on school ambient.
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    (Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, 2022-06-01) Martins, Barbara Amaral [UNESP]; Chacon, Miguel Claudio Moriel [UNESP]; Universidade Federal de Mato Grosso do Sul (UFMS); Universidade Estadual Paulista (UNESP)
    Public students in Special Education should preferably attend regular schools. Despite advances in terms of legislation and enrollment, school inclusion does not always truly happen inside school institutions. Therefore, we aimed to describe and analyze classroom situations in which school inclusion does not really happen. The participants were 16 teachers and 22 public students from Special Education enrolled in public schools in Corumba and Ladario, Mato Grosso do Sul. The data was collected through filming and analyzed using the Protocol for Observation of Inclusive Educational Situations. Four classroom situations were considered not inclusive and revealed a lack of individualized attention from teachers to public students of Special Education, lack of curricular flexibility, offering activities unrelated to the work developed by other students and lack of pedagogical responses consistent with the level of development of these students.
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    (Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, 2022-01-01) Andrade Louzada, Juliana Cavalcante de [UNESP]; Oliveira Martins, Sandra Eli Sartoreto de [UNESP]; Universidade Estadual Paulista (UNESP)
    The presence of people with disabilities in higher education shows affirmative policies in defense of a university accessible for all. It also calls on distinguished members of the academic community to reduce inequalities in access and participation in Higher Education, to population groups in a situation of social, economic, and educational vulnerability, including people with disabilities. This research describes the preparation of the instrument to identify inclusive policies, cultures, and practices in university contexts. It is the Inclusion Index for Higher Education (INES), translated and adapted for use in different university socio-educational environments. The results indicated adjustments in the original instrument and created the adapted version to the Brazilian university context. Its applicability reaffirms the institutional commitment of the academic community for a social, critical, and transforming perspective of the training processes in Higher Education
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    Oficina de enriquecimento musical do programa de atenção a alunos precoces com comportamento de superdotação (PAPCS)
    (2015-01-01) Koga, Fabiana Oliveira [UNESP]; Chacon, Miguel Claudio Moriel [UNESP]; Universidade Estadual Paulista (UNESP)
    This article aims to present the process of musical evaluation and one of the enrichment experiences conducted between 2013 and 2014 with 17 kids, from the Attention Program for Students with Early Behavior Giftedness (PAPCS) of the Faculty of Philosophy and Science of São Paulo State University - UNESP, Campus Marília/SP. Based on theorists like Edwin Gordon and Violeta H. de Gainza, this study counted on the use of music evaluations instruments: Primary Measures of Music Audition (PMMA), Intermediate Measures of Music Audition (IMMA) (GORDON, 1986) and the guiding sheet of music conduct (FOOCM) (GAINZA, 1988). Likewise, based on the Enrichment Model for Gifted, from Joseph S. Renzulli, and on the theorists of Music Education this paper presents the Music enrichment process that was conducted after the evaluation, as a continuity of a process that aimed to maximize and turn increasingly accessible the contact of these kids evaluated with music.
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    Paths and detours in the trajectory of the Brazilian psychiatric reform
    (2021-01-01) Sade, Rossana Maria Seabra [UNESP]; Sashidharan, Sashi P.; Silva, Maria De Nazareth Rodrigues Malcher De Oliveira; Universidade Estadual Paulista (UNESP); University of Glasgow; Universidade de Brazília
    This article looks at the principles and guidelines of the Unified Health System as well as the current situation and the limitations and possibilities of Brazilian mental health policy. Based on a review of national and international government documents and the scientific literature from 2015-2020, the study observed positive advances in mental health. However, the psychiatric reform has experienced setbacks, and the balance of mental health care has swung towards hospital-centered treatment. These changes have impeded the implementation of the Psychosocial Care Network, as well as the development of therapeutic practices and strategies focused on the person’s experience, their daily life and their relations with the health promotion network. By questioning the supremacy of medical-psychiatric knowledge in the treatment of “mental illness” in the public health care system, the psychiatric reform cleared a path for the construction of new ways of addressing psychological suffering. These gains are currently at risk, making a wider debate on the current trends in mental health care in Brazil essential.
  • ItemResenha
    Analysis of publications relating giftedness, creativity and bilingualism in the scielo, scopus and web of science databases
    (2021-01-01) Ferreira, Taís Crema Remoli [UNESP]; Chacon, Miguel Claudio Moriel [UNESP]; Capellini, Vera Lucia Messias Fialho [UNESP]; Universidade Estadual Paulista (UNESP)
    In this article, it was proposed to conduct a search in a national database (SciELO) and in two international ones (Scopus and Web of Science), in order to investigate possible connections between the themes giftedness, creativity and bilingualism, as interest in the three terms has been growing. In the verification carried out in 2020 with different combinations of these uniterms, written in Portuguese and English, no work related to the three topics was found, but ten articles addressing the connection between two of the topics were obtained. The connection between giftedness and bilingualism was the most recurrent theme, with six studies. Most of them investigated how to evaluate and work with gifted bilingual students inserted in different realities with the authors’ criticism of the standardized evaluations and tests that were not concerned with encompassing cultural and linguistic differences in these instruments. The four other articles addressed creativity and bilingualism and were focused on comparing different measures of creativity of bilingual and monolingual children. Through the data obtained in the texts, there was a more significant gain in different measures of creativity for bilingual children. From the analysis of the findings, there was little production related to the themes presented, even though the search was limited to the connection of only two of the aforementioned uniterms. Thus, new studies are suggested in bilingual environments with a focus on target students of Special Education, specifically those with giftedness. It is also recommended the development of creativity in this context and the dissemination of more empirical research so that new works can be replicated.
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    Social attitudes of teachers in relation to inclusion: Training and change
    (2021-01-01) Vieira, Camila Mugnai [UNESP]; Omote, Sadao [UNESP]; Universidade Estadual Paulista (UNESP)
    Like every human being, teachers build conceptions, social attitudes, social representations, beliefs, and expectations in relation to the world and the people around them. In the classroom context, these elements refer to their students and the school performance of these students. Teaching can be influenced by several variables. The purpose of this theoretical essay is to examine teachers’ social attitudes toward inclusion and possible interventions to modify them. The relationship between social attitudes toward inclusion and teachers’ sociodemographic variables are discussed, such as gender, age, area of ​training, area of​ activity, prior contact with Special Education students, feeling of self-efficacy, among other features. In addition, the effects of some environmental variables and aspects related to the students themselves are discussed. It is proposed that in addition to technical training, teacher training should address attitudinal and interactional aspects. The domain of specialized knowledge and the competence in the use of different advanced resources are relevant, but their efficacy in the building of Inclusive Education depends on the socio-psychological context created by teachers who really support inclusion.
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    Social attitudes of educational agents towards inclusion and training in applied behavior analysis
    (2021-01-01) Benitez, Priscila; Paulino, Vanessa Cristina; Oliveira, Ailton Paulo; Domeniconi, Camila; Omote, Sadao [UNESP]; Universidade Federal de São Carlos (UFSCar); Universidade Federal do ABC (UFABC); Universidade de São Paulo (USP); Universidade Estadual Paulista (UNESP)
    The social attitudes of educational agents can influence the development of inclusive practices in the school context. Considering the main challenges of school inclusion of students with Autism Spectrum Disorder (ASD) in the regular school system, this research aimed to evaluate the social attitudes of formal and informal educational agents concerning inclusion, before and after a program of training in Special and Inclusive Education, based on the Applied Behavior Analysis. Fifty-two educational agents participated. The program was composed of meetings for theoretical discussions, practical activities, and guided reading on Special and Inclusive Education and analytical-behavioral strategies for intervention. Social attitudes toward inclusion were measured through the Likert Scale of Social Attitudes toward Inclusion before and after the training. Wilcoxon’s test revealed a statistically significant difference between the pre-test scores and post-test scores (p = 0.003). The implications of the proposed training program on the possibilities for the development of an inclusive school environment were discussed, since this training resulted in more favorable social attitudes of the educators toward inclusion.
  • ItemResenha
    Formación de profesores en la perspectiva de la educación inclusiva en Brasil
    (2015-01-01) De Andrade Louzada, Juliana Cavalcante; De Oliveira Martins, Sandra Eli Sartoreto [UNESP]; Giroto, Claudia Regina Mosca [UNESP]; Programa Observatório da Educação, Coordenação de Aperfeiçoamento de Pessoal de Nivel Superior; Universidade Estadual Paulista (UNESP)
    The objective of this article is to analyze the disciplines that address legal regulations on teacher training, according to the perspective of inclusive education. Data were analyzed by consulting online the undergraduate plans of study for human science, biological science, and exact science, in three public Brazilian universities. A search for radicals was used to map the frequency of the mentioned topics. The results showed a greater presence of disciplines related to inclusive education in the humanities, especially in the Lengua Brasileña de Señales (libras). The conclusion was that teachers face numerous challenges in addressing the educational demands in common schools of students who are disabled, have developmental disorders, or are academically gifted.
  • ItemArtigo
    Quality Of Life Questionnaire For Children With Cerebral Palsy (Cp Qol-Child): Translation And Cultural Adaptation To The Brazilian Portuguese Language
    (2013-01-01) Braccialli, Lígia Maria Presumido [UNESP]; Braccialli, Ana Carla; Sankako, Andréia Naomi [UNESP]; Da Costa Dechandt, Maria Luiza [UNESP]; Da Silva Almeida, Vanessa [UNESP]; De Carvalho, Sebastião Marcos Ribeiro [UNESP]; Universidade Estadual Paulista (UNESP); São José do Rio Preto
    The aim of this study was to verify the reliability of the Brazilian Portuguese version of the instrument Cerebral Palsy: quality of life questionnaire for children: primary caregiver questionnaire (CP QOLChild: primary caregiver) translated and culturally adapted. Thus, the translation and cultural adaptation of the instrument was made, and then the procedures to verify its reliability were performed. The translated and culturally adapted questionnaire was answered by 30 caregivers of children with cerebral palsy and inter- and intra-observer analysis followed. The data allowed the authors to identify an internal consistency rangering from 0.649 to 0.858, intra-observer reliability from 0.625 to 0.809 and inter-observer reliability from 0.498 to 0.903. The analysis suggests that the instrument has acceptable psychometry.
  • ItemArtigo
    Torque, sinal eletromiográfico e respostas da frequência cardíaca durante exercícios concêntrico e excêntrico em homens idosos
    (2011-01-01) Quitério, Robison J. [UNESP]; Melo, Ruth C.; Takahashi, Anielle C. M.; Aniceto, Isabela A. V.; Silva, Ester; Catai, Aparecida M.; Universidade Federal de São Carlos (UFSCar); Universidade Estadual Paulista (UNESP); Universidade Metodista de Piracicaba (UNIMEP)
    Background: The literature reports that the eccentric muscular action produces greater force and lower myoelectric activity than the concentric muscular action, while the heart rate (HR) responses are bigger during concentric contraction. Objectives: To investigate the maximum average torque (MAT), surface electromyographic (SEMG) and the heart rate (HR) responses during different types of muscular contraction and angular velocities in older men. Methods: Twelve healthy men (61.7±1.6years) performed concentric (C) and eccentric (E) isokinetic knee extension-flexion at 60°/s and 120°/s. SEMG activity was recorded from vastus lateralis muscle and normalized by Root Mean Square-RMS (μV) of maximal isometric knee extension at 60°. HR (beats/min) and was recorded at rest and throughout each contraction. The data were analyzed by the Friedman test for repeated measures with post hoc Dunn's test (p<0.05). Results: The median values of MAT (N.m/kg) was smaller and the RMS (μV) was larger during concentric contraction (C60°/s=2.80 and 0.99; C120°/s=2.46 and 1.0) than eccentric (E60°/s=3.94 and 0.85; E120°/s=4.08 and 0.89), respectively. The HR variation was similar in the four conditions studied. Conclusion: The magnitude of MAT and RMS responses in older men were dependent of the nature of the muscular action and independent of the angular velocity, whereas HR response was not influenced by these factors. © Revista Brasileira de Fisioterapia.
  • ItemArtigo
    Disabled information users in libraries: an analysis of scientific production in Librarianship and Information Science
    (Univ Federal Rio Grande Sul, Fac Biblioteconomia & Comunicacao, 2021-07-01) Pinheiro Wellichan, Danielle Silva [UNESP]; Manzini, Eduardo Jose [UNESP]; Universidade Estadual Paulista (UNESP)
    Users with disabilities are still unknown and pose important challenges for library practice. Therefore, analyzing the existence of this user in the context of information is a necessity to rethink the relevance of our information environments. Thus, in order to analyze how the person with disabilities, as a user of information, was approached by the literature in the area in the period from the 1970s to 2019, we sought to carry out a bibliographic survey in a database in the area of Science Information. Specific descriptors were used and the results were analyzed and categorized considering variables such as studies aimed at: 1) accessibility and inclusion; 2) Assistive Technology in libraries; 3) deficiencies more and less addressed; 4) aspects regarding professional performance; 5) inclusive practices existing in libraries. Although the literature presents significant studies and that the libraries mostly have Assistive Technology resources, the area requires attention, reflection and action in view of the real needs of a user with a disability, for a more meaningful performance that provides, from the ideal inclusion, a possible reality in the informational environment.
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    Brincar e Contar Histórias com Crianças com Transtorno do Espectro Autista: Mediação do Adulto
    (Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, 2021-03-22) Deliberato, Débora [UNESP]; Adurens, Fernanda Delai Lucas [UNESP]; Rocha, Aila Narene Dahwache Criado [UNESP]; Universidade Estadual Paulista (Unesp)
    The aim of this study was to describe the mediation of adults and the communication skills of two children with Autism Spectrum Disorder, in playful situations, through storytelling. The activities were carried out in a Specialized Rehabilitation Center in a city in the hinterlands of the state of São Paulo, Brazil. Two male children aged 2 years and 9 months and 3 years and 3 months old were selected. Data were collected during six months, through weekly activities with families and health professionals, following an intervention program with stories. The activities were filmed and recorded through the field diary. The categories and subcategories were identified after the videos were transcribed and the field diary records were incorporated into a single text organized in time sequence of the activities. The categories and subcategories identified in relation to the objectives of this study were: a) adult mediation: modeling, questioning and intonation of the adult interlocutor’s voice, use of supplementary and alternative communication systems: tangible system, pictographic system and combined mediation; b) skills of expression: verbal and vocal expression, non-verbal and vocal expression, non-verbal and non-vocal expression, combined expressions. The results illustrated the importance of adult mediation in the activity of storytelling as an instrument for accessing language and communicative skills of the children involved during the mediation process.
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    Sistematização de um Programa de Capacitação ao Professor do Aluno Surdo1
    (Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, 2015) Tenor, Ana Claudia [UNESP]; Deliberato, Débora [UNESP]; Universidade Estadual Paulista (Unesp)
    The aim of this study was to systematize actions for training teachers who work with deaf students through the mediation of the speech therapist. The participants were a father, a mother and two teachers of deaf students who are included students. The study was conducted in three stages: during the first stage parents and teachers were interviewed. After that, an adapted protocol was used and observations in the classroom without interventions were performed. Protocol data, observations, and interviews were triangulated and the content was analyzed, which consisted of thematic units' classification. Based on the themes identified in the first stage, a training program was designed for teachers of deaf students, which was developed during the second phase of the research. Simultaneously to the training group, the researcher conducted observations and interventions in the classrooms of the participating teachers. Data from the training meetings, observations records and intervention shootings were triangulated and the content was analyzed, identifying the thematic units. In the third stage, the followup of teachers in their classrooms was carried out and their opinions about the training program were identified through interviews. Interview data were analyzed and classified into categories and subcategories for analysis. This training program enabled the teachers to understand the specific language of their deaf students, the need for resources and adaptation strategies, as well as the need to empower the families to support the use of communication.
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    Estratégias de Comunicadores Auxiliados para Instruir Parceiros de Comunicação na Construção de Modelos Físicos
    (Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, 2016) Massaro, Munique [UNESP]; Stadskleiv, Kristine; Tetzchner, Stephen Von; Deliberato, Débora [UNESP]; Universidade Estadual Paulista (Unesp); Hospital Universitário de Oslo; Universidade de Oslo
    This study aimed to analyze the strategies used by aided communicators and of naturally speaking communicators to instruct a communication partner for the construction of physical models. Participants were 18 aided communicators and 18 naturally speaking communicators of a comparison group, aged 5-15 years, from Brazil and Norway. In addition, three different groups of naturally speaking communication partners participated in the research: parents, peers and one professional. At first, the aided communicator children were evaluated. Next, the construction tasks were administered. In this task, aided communicators and comparison group had to instruct the communication partner to build physical models. Participants were filmed during the building and the recordings were transcribed. Content analysis was performed, which resulted in the delineation of categories, and the results were qualitatively and quantitatively analyzed. This study suggests that there are differences between the strategies used in the constructions. Aided communicators and their communication partners spent more time to complete the construction. However, both groups used the language to instruct the communication partners and finish the constructions.
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    Estratégias de orientações psicoeducacionais para familiares de deficientes
    (Setor de Educação da Universidade Federal do Paraná, 2004-12) Leite, Lúcia Pereira [UNESP]; Martins, Sandra Eli Sartoreto De Oliveira [UNESP]; Milanez, Simone Ghedini Costa [UNESP]; Universidade Estadual Paulista (Unesp)
    The current work had the aim to provide the establishment of a proposal of psyco-educational intervention, in systematic meetings, with the respective parents and/or family members of handcaps, attempting to establish a discussion space about the problems related to the educational process. Thirty family members of students with auditive disabilities took part in this project and nine parents of students with physical disabilities who attended the pedagogical service at the Center of Education and Health Studies (Cees - Unesp/ Marília). After the implementation of the program of psyco-educational orientation for family members and consequently, the follow up of the performed activities, we noticed that the achievement of this program besides orienting the family members about educational aspects, it favored the elucidation of some questions concerning the global development of individuals with special educational necessities; the studied population confirmed the lack of psyco-educational orientation programs in public service, showing difficulty in having access to professionals and locals who offer this kind of support. The obtained results in this work reaffirm the importance of implementing proposals of orientations with family members, together with the services with individuals who present special educational necessities, as in the researched literature. According to what was proposed in the systemic approach, it is understood that the psyco-educational intervention will only be effective successfully when it stops forcing the individual and extends itself to its pairs, mainly those who live directly with him.
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    Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
    (Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia, 2021-03-22) Martins, Bárbara Amaral; Chacon, Miguel Claudio Moriel [UNESP]; Universidade Federal de Mato Grosso do Sul; Universidade Estadual Paulista (Unesp)
    Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education.
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    Mudança de atitudes sociais em relação à inclusão
    (Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia, 2005-12) Omote, Sadao [UNESP]; Oliveira, Anna Augusta Sampaio De [UNESP]; Baleotti, Luciana Ramos [UNESP]; Martins, Sandra Eli Sartoreto De Oliveira [UNESP]; Universidade Estadual Paulista (Unesp)
    This article reports a study on the social attitudes adjustment towards school inclusion of students with special educational needs. Fifty six students of CEFAM, distributed in two groups participated in the study. Based on some social attitude change techniques, some activities relating to the issue of inclusion were organized in a 14-hour shaped like course distributed in seven weekly two-hour meetings. The social attitudes toward inclusion were measured before and after that intervention by a Lickert type scale of social attitudes toward inclusion. In both groups of subjects, the scores of the post-test were significantly greater than that of the pre-test, indicating that future teachers' social attitudes toward inclusion became more favorable. The importance of including activities capable of modifying social attitudes toward inclusion in the curriculum of teachers' training courses is discussed.
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    (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.