O currículo funcional no desenvolvimento da autonomia e da comunicação oral e escrita

Os alunos com necessidades educativas especiais, mais concretamente os alunos que apresentam deficiência mental, com limitações acentuadas no comportamento adaptativo, necessitam um ensino mais individualizado, com uma vertente mais funcional. Os currículos funcionais, planeados de acordo com os contextos de vida atuais e futuros em que cada aluno se insere e se irá inserir, permitem desenvolver competências com significado e úteis para a formação pessoal, social e laboral, possibilitando uma vida adulta com mais qualidade e com mais autonomia. Este estudo incide no desenvolvimento de atividades funcionais para a promoção da autonomia e da comunicação oral e escrita em duas crianças, com 11 anos de idade, com défice cognitivo. Delinearam-se três objetivos para o estudo: i) caraterizar o nível de desenvolvimento e aprendizagem de duas alunas com défice cognitivo, nomeadamente no que respeita à autonomia e ao desenvolvimento da linguagem; ii) desenvolver conteúdos, estratégias e atividades funcionais que facilitem o progressivo aumento da participação das alunas em contextos reais de atividades de vida diária; iii) contribuir para o desenvolvimento de competências de autonomia e comunicação oral e escrita de duas alunas com défice cognitivo. Organizou-se um projeto de intervenção, desenvolvido na lógica da investigação ação. De modo a se elaborar o plano de intervenção, avaliaram-se as competências das alunas ao nível da comunicação oral e escrita, autonomia e funcionalidade, recorrendo à análise documental, a entrevistas às encarregadas de educação e à docente de Educação Especial, à observação direta e à elaboração de diários de aula. O plano de intervenção foi planeado no quadro dos currículos funcionais e centrou-se em atividades de vida diária, selecionadas a partir da análise das necessidades atuais e futuras das alunas. Após a implementação da intervenção, concluiu-se que a aplicação de atividades de um currículo funcional melhorou as competências de autonomia e de comunicação oral e escrita das alunas.- Abstract: Students with special educational needs, more specifically students who have mental disabilities, with significant behavior limits to adapt, need a more individual and functional education. The functional curriculum, planned according to the current and future life contexts in which every student is and will be, allow the development of meaningful skills, useful to their personal education, social life and labour, enabling them with an adulthood life with more quality and more autonomy. This study focuses on the development of functional activities for the promotion of autonomy and of oral and written communication in two children with 11 years old with mental disability. Three goals were outlined for the study: i) to characterize the level of development and learning of two students with cognitive dysfunction, regarding particularly the autonomy and the language development, ii) to develop contents, strategies and functional activities that increase the participation of the students in real daily life activities, iii) to contribute to the development of autonomy and oral and written communication of two students with mental disability. We organized an intervention project, developed in the logic of action research. In order to develop the intervention plan, we evaluated the level of oral and written communication, autonomy and functionality, through document analysis, interviews to the guardians and to the Special Educational teacher, as well as through direct observation and preparation of diaries of lessons. The intervention plan was outlined within the framework of functional curriculum and focused on activities of daily living, selected trough the analysis of current and future needs of the students. After the implementation of the intervention plan, we observed that the application of the activities of a functional curriculum improved the skills of autonomy and oral and written communication of the students

Parental cognitive dimensions associated with preschool children’s eating habits: an intervention study

Childhood excessive weight and obesity are a major public health concern from early childhood. Early childhood is an important period of development for developing healthy eating habits, that may be associated with an adequate present/future BMI. There is extensive evidence that children’s food intake is shaped by early experiences, suggesting ways in which parenting practices may be promoting obesity. But what leads parents to endorse healthier or detrimental educational practices and routines needs further study. 1. Perception of children’s weight: parents of overweight or obese children often fail to correctly perceive their children as overweight; failing to recognize their children’s excessive weight may impeach parents from implementing the best educational practices. 2. Concern: relation between the adequacy of mothers perception of their children’s weight and the level of concern - parental concern is be associated with parental practices. 3. Attribution of control: also, if parents do not consider their children’s eating behavior at least partially controllable by them, they may relinquish some of their responsibility in this area. Self-efficacy: evidence linking parental self-efficacy to parent competence and to parenting practices and behaviors; low parental self-efficacy related to the control of everyday behavior of young children may lead parents to abandon more consistent health practices and endorse permissive and inconsistent strategies. We designed 2 sequential studies that aim to contribute to the understanding of cognitive determinants of children’s eating patterns.

Bisphenol A at the reference level counteracts doxorubicin transcriptional effects on cancer related genes in HT29 cells

Human exposure to Bisphenol A (BPA) results mainly from ingestion of food and beverages. Information regarding BPA effects on colon cancer, one of the major causes of death in developed countries, is still scarce. Likewise, little is known about BPA drug interactions although its potential role in doxorubicin (DOX) chemoresistance has been suggested. This study aims to assess potential interactions between BPA and DOX on HT29 colon cancer cells. HT29 cell response was evaluated after exposure to BPA, DOX, or co-exposure to both chemicals. Transcriptional analysis of several cancer-associated genes (c-fos, AURKA, p21, bcl-xl and CLU) shows that BPA exposure induces slight up-regulation exclusively of bcl-xl without affecting cell viability. On the other hand, a sub-therapeutic DOX concentration (40nM) results in highly altered c-fos, bcl-xl, and CLU transcript levels, and this is not affected by co-exposure with BPA. Conversely, DOX at a therapeutic concentration (4μM) results in distinct and very severe transcriptional alterations of c-fos, AURKA, p21 and CLU that are counteracted by co-exposure with BPA resulting in transcript levels similar to those of control. Co-exposure with BPA slightly decreases apoptosis in relation to DOX 4μM alone without affecting DOX-induced loss of cell viability. These results suggest that BPA exposure can influence chemotherapy outcomes and therefore emphasize the necessity of a better understanding of BPA interactions with chemotherapeutic agents in the context of risk assessment.

Bisphenol A at the reference level counteracts doxorubicin transcriptional effects on cancer related genes in HT29 cells

Human exposure to Bisphenol A (BPA) results mainly from ingestion of food and beverages. Information regarding BPA effects on colon cancer, one of the major causes of death in developed countries, is still scarce. Likewise, little is known about BPA drug interactions although its potential role in doxorubicin (DOX) chemoresistance has been suggested. This study aims to assess potential interactions between BPA and DOX on HT29 colon cancer cells. HT29 cell response was evaluated after exposure to BPA, DOX, or co-exposure to both chemicals. Transcriptional analysis of several cancer-associated genes (c-fos, AURKA, p21, bcl-xl and CLU) shows that BPA exposure induces slight up-regulation exclusively of bcl-xl without affecting cell viability. On the other hand, a sub-therapeutic DOX concentration (40 nM) results in highly altered c-fos, bcl-xl, and CLU transcript levels, and this is not affected by co-exposure with BPA. Conversely, DOX at a therapeutic concentration (4 μM) results in distinct and very severe transcriptional alterations of c-fos, AURKA, p21 and CLU that are counteracted by co-exposure with BPA resulting in transcript levels similar to those of control. Co-exposure with BPA slightly decreases apoptosis in relation to DOX 4 μM alone without affecting DOX-induced loss of cell viability. These results suggest that BPA exposure can influence chemotherapy outcomes and therefore emphasize the necessity of a better understanding of BPA interactions with chemotherapeutic agents in the context of risk assessment.