Sistemas suplementares e alternativos de comunicação nas habilidades expressivas de um aluno com paralisia cerebral

The objective of this research was to describe the use of an augmentative and alternative system for a student with cerebral palsy during intervention. A 10-year-old male student with cerebral palsy participated in this investigation. He attended special classes for people with disability in a public school in a city of the interior of Sao Paulo. The scheduled activities were carried out twice a week for two years at the Laboratory of Special Education of a public University of São Paulo. All of the tapes describing the activities that were filmed during the assessment and implementation of augmentative and alternative communication resource were watched and described using a specific protocol. Based on the information from the protocols, the sessions with intervals greater than 20 days and the ones with activities involving the communication board with the time equal or greater than 20 minutes during the first year of intervention were selected. The chosen sessions were transcribed in full and, after analyzing the text, the following categories were established, according to the stated goal: the graphic system helped the student with utterances of vertical structure (56%) associated with the oral (14%) and non-oral and non-verbal form (30%), while the use of the graphic system along with other forms collaborated to enhance statements, enabling better understanding of the child s intention. The use of augmentative and alternative communication systems provided the expansion of effective dialogical situations for the student during the activities carried out in speech therapy.

Tecnologia assistiva para a criança com paralisia cerebral na escola: identificação das necessidades

Studies about Assistive Technology have emphasized the need to integrate resources, services and strategies for inclusion and special education to foster the learning process and skill development of students with disabilities. The literature describes that the first step towards implementing assistive technology in schools should enable professionals to understand the situation involving the student in order to expand his or her participation in the teaching and learning process. This study aimed to identify the need for assistive technology services, resources and strategies for students with cerebral palsy in school. Two children with cerebral palsy and their teachers were selected. The data collection phase included three successive procedures: interviews with teachers, completing the identification protocol of the school routine and participant observation conducted in the classroom using filming and field diary. Based on the material gained from these three procedures, data triangulation was proposed, i.e., grouping information in a single document in order to establish categories of analysis. After preparing the material, the categories were assessed by judges from the field of knowledge. The results showed that after understanding the situation of the disabled student within the school context, it was possible to establish his or her skills and needs to indicate the appropriate assistive technology resources for the teacher's planning and thus provide proper teaching and learning for the children with disabilities. The study identified the need to establish specific procedures, an organized pedagogical plan and participation of health professionals as consultants on using assistive technology in school.

Concepções de professores sobre a temática das chamadas dificuldades de aprendizagem

This study aimed to identify the conceptions of learning difficulties of teachers working in the beginning years of elementary education. In order to analyze such conceptions from the perspective of inclusive education, the study was carried out in two schools in a city of the State of Paraná. Sixteen teachers (mean age of 41 years) participated in the study. Of these, only one had no higher education. Interviews were carried out individually in the teachers` schools. The interviews were conducted with the support of a topic outline including: aspects of classroom management of the classes in which teachers worked; how to identify students with learning disabilities; causes of learning difficulties; how the school can help a student with learning difficulties. Each interview lasted 50 minutes on average. They were transcribed in full and submitted to thematic analysis. Four categories of analysis were determined: characterization of educational institutions' proposal; conceptions on the identification of students with learning difficulties; conceptions about causes of learning difficulties; possibilities for assisting students with learning difficulties. The results indicated that the main factors reported by the participants on the characterization of pupils with learning difficulties were of the cognitive order. The data also showed that the teachers based their opinions on family aspects in order to focus on causes of learning difficulties; they attributed the largest parcel of responsibility for solving such situations to students' families. One of the main conclusions of this study allowed us to consider that the schools that were investigated reported a practice that doesn't meet the inclusive education assumptions, denoted by the attempt to homogenize regular classes.

Necessidades especiais de escolares com diabetes mellitus tipo 1 identificadas por familiares

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Efeitos da comunicação alternativa na interação professor-aluno com paralisia cerebral não-falante

Speech has been regarded as a social communicative modality required for building relationships in different contexts and cultures. Nevertheless, this is not always a readily available resource, especially for those who have developmental disorders. In this sense, Augmentative and Alternative Communication resources and strategies have been used by nonspeaking students with disabilities as useful tools to achieve greater social participation in different environments. Therefore, the present study examined the interaction between teachers and a student with cerebral palsy before and after the use of Alternative Communication strategies in the classroom. The study had a quantitative and qualitative nature and was designed as an intervention study. There were four main stages: 1) filming before the introduction of the resources in the classroom, 2) training the school teachers 3) providing technical assistance regarding the use of alternative communication to the child's teacher 4) filming teacher-student interactions using these technological resources. The interactions were transcribed and grouped into links. In this research, a link means the initiator's behavior directed to the exchange partner and the response in sequence from the interlocutor back to the initiator. It was found that the established interactions presented a maximum of four links, with greater frequency for episodes of 1st and 2nd links. After the intervention, there were different contexts with the presence of interactions up to the 6th link, often greater frequency for episodes of 1st, 2nd and 3rd links. In addition, the teacher showed a tendency to use symbols only as a tool for evaluating and teaching concepts. This perception changed as the teacher became familiarized with the Augmentative and Alternative Communication technology resources.

Avaliação de periódicos científicos: Revista Brasileira de Educação Especial

The Brazilian Journal of Special Education was first published in 1992 and has been continuously evaluated internally by scholars of the Brazilian Association of Researchers in Special Education, and externally, by Capes and ANPEd. The last evaluation made by Capes indicated a Qualis A2 for the Brazilian Journal of Special Education. The aim of this article is to discuss these evaluations in order to improve the quality of the journal. The proposed evaluation focused on qualitative parameters presented by the Anped assessment, and statistical parameters available by SciELO. The result of this analysis is that the Brazilian Journal of Special Education has similar parameters to journals qualified as A1, and sometimes even higher than those. Discussion of quality improvement of the journal indicated: 1) the need to receive articles via internet through its peer review system; 2) assignment of coeditors to ensure the evaluation flow of submitted manuscripts; 3) investment in infrastructure, such as purchase of computers and software to improve editing and publishing.

O professor da educação especial e o processo de ensino aprendizagem de alunos com autismo

Autism is the theme of this study and the occurrence of the teaching-learning process of students with autism was observed. The study took place in a special education school. Nowadays, infantile Autism is classified as one of the “Development Global Disorders” and it is characterized by serious and global impairments in several aspects of the development, as the reciprocal social interaction, communication abilities and presence of behavioral stereotypes, interests and activities. Notwithstanding, these subjects present a triad of impairments concerning the development areas, such as: communication incapacity for social interaction and imagination, which affect directly the learning process. Thus, the aim of this study was to identify the teaching methodology employed for children with autism concerning special education and to verify in which aspects this methodology can help the teachinglearning process of those students. For this reason, a specialist teacher and three students with autism, of a special Education School, located in the interior of São Paulo state, took part in this study. For data collection, a total of 19 activities realized by the students with autism were observed inside the classroom. The specialized teacher answered a semi structured interview. The results demonstrated that the specialized teacher does not employ any specific teaching methodology, in order to help the teaching-learning process for those students, although there are some specific methodologies for children with autism, which are employed in special education schools. Nevertheless, it can be observed a lacuna concerning the teaching process employed by the teacher, and some uncertainly referring to the leaning process of those students with autism who attend that school

Políticas públicas na educação inclusiva: da legislação a concepção docente

This project was grounded in public policy for inclusive education in the city of Bauru / Brazil. Its objective was to examine the struture of these public policies aimed at inclusive education, which are in place and their effectiveness from the viewpoint of specialist teachers in municipal schools in Bauru/ Brazil. Subjects were 20 teachers of special education specialists who work with students from kindergarten and elementary school in the city of Bauru. To collect data were questionnaires and interviews. The theoretical studies carried out showed that the legislation today was the result of many years of changes in structure and design on the figure of people with disabilities and their integration into society. As a result it was possible to draw a profile of specialist teachers, their training, and that has knowledge about the specific legislation. As the profile of the specialist teacher noticed that they have good training, but this should be a continuous process, during his performance.Public policy for Special Education but there are geared towards a macro-structure, which makes them often decontextualized from everyday classroom, and often not enforced because of lack of policies in other areas of basic needs that are constitutional law as well as education

A empatia, a sensibilização e a formação de professores do ensino público para uma inclusão efetiva de alunos com necessidades educacionais especiais

Special education and inclusion of students with Special Educational Needs (SEN) in regular classrooms of public schools has being widely discussed in academic and political areas. From Salamanca Declaration signed in 1994, which established that the education of people with special needs should be guaranteed by public system, being offered within regular classrooms said. Along the inclusion process, has been observed an increasingly difficult for teachers to work with these special students. This difficulty comes from an incomplete or inadequate formation, resulting in an education that is not always inclusive. The present work aims to investigate what are the motivational factors that lead teachers, working in public schools, to seek continuing courses of formation in specialized educational services, and what are the possible impediments that eschew them from seeking such courses. Data were collected through questionnaires given to elementary school teachers, from public schools in the city of Rio Claro- SP. With their answer, it could be identified what are the motivational factors of the quest for continuing formation, as well as facts that obstruct this specialization. It could be observed that there is a need for constant training of the education professionals, for them to be able to appropriate of the inclusion as a pedagogical approach, not just a law and far from reality

Avaliação comparativa em educação e música entre crianças precoces com comportamento de superprodução e crianças com desenvolvimento típico

Pós-graduação em Educação - FFC

Tecnologia assistiva e perfil funcional dos alunos com deficiência física nas salas de recursos multifuncionais

Pós-graduação em Educação - FFC

Dotação e talento: comparação das modalidades presencial e a distância de um programa de formação continuada para professores

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Inclusão escolar no período de 2009 a 2013 sob a perspectiva das matrículas no censo escolar no Brasil

Pós-graduação em Educação Escolar - FCLAR

Formação continuada do professor de educação física em tecnologia assistiva visando a inclusão

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Deficiência intelectual e adaptação curricular sob o olhar de teses e dissertações

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)