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PEDAGOGIC WORK WITH STUDENTS WITH INTELLECTUAL DISABILITIES: THE POTENTIAL OF THREE LEARNING OBJECTS

dc.contributor.authorOmodei, Juliana Dalbem
dc.contributor.authorRinaldi, Renata Portela
dc.contributor.authorMoriya Schlunzen, Elisa Tomoe [UNESP]
dc.contributor.institutionUniversidade Federal Fluminense (UFF)
dc.contributor.institutionUniversidade Federal de São Carlos (UFSCar)
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-11-26T15:43:37Z
dc.date.available2018-11-26T15:43:37Z
dc.date.issued2016-05-01
dc.description.abstractIn this text, the aim is to present the results of a research that aimed to analyze the potential of three Learning Objects for the work of pedagogical support to students with intellectual disabilities. Seven students participated in the study that frequented the Center of the Promotion to the Digital Inclusion, School and Social (CPIDES) of Unesp-FCT. The study is based on qualitative research, type intervention and oriented by the Constructionist, Contextualized and Significant approach. On this approach, the knowledge is constructed by means of educational practices that favor learning considering the context of student, starting of what it is significant. The procedures for data collection were based in documentary research, cataloguing of three objects of learning, are they: A working day in the farm, Space Travel, Game of Mimocas, besides the planning, development and evaluation of an intervention program. The data analysis was guided by content analysis. The results showed that the three Learning Objects, although they were not appropriate to the age of participants, were constituted as an important educational tool capable of stimulating various cognitive abilities because of the opportunity to use the sensory senses simultaneously, providing development and skills, stimulating creativity and interactivity, motor coordination and logical thinking.en
dc.description.affiliationUniv Fed Fluminense UFF, Sao Carlos, SP, Brazil
dc.description.affiliationUniv Fed Sao Carlos, Sao Carlos, SP, Brazil
dc.description.affiliationUniv Estadual Paulista, Sao Carlos, SP, Brazil
dc.description.affiliationUnespUniv Estadual Paulista, Sao Carlos, SP, Brazil
dc.format.extent206-230
dc.identifierhttp://dx.doi.org/10.14572/nuances.v27i2.3782
dc.identifier.citationNuances-estudos Sobre Educacao. Presidente Prudente: Univ Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia, v. 27, n. 2, p. 206-230, 2016.
dc.identifier.doi10.14572/nuances.v27i2.3782
dc.identifier.issn2236-0441
dc.identifier.lattes9947031359755735
dc.identifier.orcid0000-0001-7772-6705
dc.identifier.urihttp://hdl.handle.net/11449/159404
dc.identifier.wosWOS:000395251400015
dc.language.isopor
dc.publisherUniv Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia
dc.relation.ispartofNuances-estudos Sobre Educacao
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectLearning Objects
dc.subjectIntellectual Disability
dc.subjectPedagogical Practices
dc.subjectConstructionist approach
dc.titlePEDAGOGIC WORK WITH STUDENTS WITH INTELLECTUAL DISABILITIES: THE POTENTIAL OF THREE LEARNING OBJECTSen
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia
dspace.entity.typePublication
unesp.author.lattes9947031359755735[2]
unesp.author.orcid0000-0001-7772-6705[2]

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