Variações de normalidade e patologias bucais em crianças com deficiência, assistidas em um Centro Odontológico Especializado do Brasil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Deficiência auditiva referida por idosos do município de São Paulo (Estudo SABE): prevalência, incidência e fatores associados. -

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Acessibilidade no ensino superior: instrumento para avaliação, satisfação dos alunos com deficiência e percepção de coordenadores de cursos

Pós-graduação em Educação - FFC

A avaliação da aprendizagem escolar de estudantes com deficiência intelectual

Pós-graduação em Educação - FCT

Sentindo-se saudável com a capoeira: uma visão fenomenológica a partir de pessoas com deficiência

Pós-graduação em Ciências da Motricidade - IBRC

O ensino da escrita e o desenvolvimento das pessoas com deficiência intelectual

This article proposes a theoretical reflection on the development of children with intellectual disabilities, regarding the importance and necessity of the process of learning the written language, from a historical-cultural point of view. For this approach, the course of development of a child disabled or not will occur according to cultural and social conditions experimented by him or her. Therefore, concerning the child with intellectual disabilities, his cultural condition, in dynamic relationship with the obstacles placed in its special condition, will be the source of his development. If the development of higher psychological functions is realized through the use of tools and if the people with intellectual disabilities present an inability to use these tools, there will be the need for aids so they can learn to use them in order to train and develop their psychic functions. In this process, education and written language acquisitions are fundamental ways of accessibility to the cultural world, a wider significance of communication in the world and to oneself. In short, the educators' comprehension about the importance of intentional teaching of written language and the historical process that envolves its development represents a fundamental contribution to the process of humanization of children with disabilities.

Estudo de vocábulos para avaliação de crianças com deficiência sem linguagem oral

Researchers in the field of Augmentative and Alternative Communication point out the lack of instruments for assessing children and young people with a complex communication needs. This study's focus is the selection of words for creating an instrument for the vocabulary range in non-speaking children aged two to eleven years and eleven months. Three studies were performed. The first study identified and described tools available for assessing receptive vocabulary and their respective word lists. The second identified and described research that presented word inventories or word lists. The third study identified the vocabulary reported by parents and teachers. The words that were identified in the three studies were analyzed according to: the number of times they occurred; the Picture Communication Symbols system classification; and a semantic and syntactic classification. Based on these studies the following criteria for vocabulary selection were established for word selection: the 45 words which appeared in all three studies, the words that occurred five times or more, considering the three studies, representing 167 (14.14%) words; the words identified in study one or two, but that had been reported by the families - 183 (19.37% out of 945 words) - or by teachers - 108 (11.43% out of 945 words). The word list was composed of 269 items, classified in 18 semantic and syntactic topics; it represents an initial tool for professionals in the field of health and education to set goals for beginning assessment of children and teenagers who are users of Augmentative and Alternative Communication systems.

Direito e inclusão da pessoa com deficiência: uma análise orientada pela teoria do reconhecimento social de Axel Honneth

The law that justifies the inclusion of people with disability in schools and companies has been in force since the end of the 1980thies. In view of its coercion, people with disabilities have been enrolled at schools and been employed in companies. This research attempts to analyze the inclusion process according to Axel Honneth's Social Recognition Theory. Backed by his three dimension recognition process, we show firstly that inclusion signifies a process of individuation and social inclusion. Then, we study the law in force, its goals and strategies of achievement. We show that recognition's approach allows interpreting the law of inclusion more generously - in a less positivistic way. Finally, we approach the conditions for schools and companies to accomplish the law of inclusion so conceived.

Método de pesquisa da temática deficiência nos currículos de psicologia

The curricula study allows the verification of trends, concepts and the identification of teaching practices, enabling the planning and implementation of changes when necessary. The material presented here is part of the results obtained in a postgraduate research that deals with the training of psychologists to work with people with disabilities, which appealed to the document analysis. To accomplish this task it was used a methodological procedure named searching through radical, which allowed greater agility to the search, enabling the quick identification of the courses containing topics of interest for research, facilitating their selection to study. The use of document analysis as a methodology allowed both the collection and organization of information that were diffused, providing them new configuration as source of information, as the processing and interpretation of the raw data, giving them direction and adding them value. In 36 courses, 35 had at least one subject related to persons with disabilities, and the sum of these resulted in 85 subjects for analysis. The interpretation of data obtained through reading the menus brought information about prevalent intentions on the menus of the subjects, to research in the area, teaching procedures, techniques and possibilities of action and insertion of psychologists in different contexts in which they can deal with disability. In a positive perspective, the results showed that there seems to be a tendency to enhance the interface of psychology with other knowledge areas to understand the issues related to disability.

Estudo evolutivo de concepções de crianças e adolescentes sem deficiência sobre as deficiências e suas atitudes sociais em relação à inclusão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de música para pessoas com deficiência visual

Pós-graduação em Música - IA

Uma investigação sobre o papel do interlocutor de libras como mediador em aulas de física para alunos com deficiência auditiva

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Significados e sentidos da deficiência adquirida em policiais militares

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

Pigmentos fotossintéticos e índice spad como descritores de intensidade do estresse por deficiência hídrica em cana-de-açúcar

The objective of this study was to evaluate the responses of sugar cane subject to water stress by photosynthetic pigments (chlorophylls a, b, total a + b, ratio chlorophylls a/b and carotenoids) and verify the use of SPAD index as a cultivar differentiation tool. The experiment was carried out in a greenhouse, where four cultivars (IACSP95-5000, RB835054, RB928064 and SP80-3280) were grown in pots. After 65 days of planting, two treatments were implemented, i.e., with no stress (-D) and with water stress (D +). Cultivars of sugar cane respond differently in relation to photosynthetic pigments when subjected to water deficit. Cultivars IACSP95-5000 and RB928064 have less effect of drought, that is attributed to the ability of maintaining the chlorophyll and carotenoid content, as well as higher SPAD index values under this condition. Water stress affects with more intensity the cultivars RB835054 and SP80-3280 due to higher reductions in photosynthetic pigments and SPAD index. SPAD index is correlated with chlorophyll and carotenoid content in sugar cane and can be used as a technique for selecting tolerant cultivars to drought in breeding programs.

Respostas fisiológicas de cultivares de cana-de-açúcar submetidas à deficiência hídrica e a reidratação

The aim of this work was to study the physiological responses of three contrasting cultivars of sugar cane subject to water stress and rewatering, The experiment was carried out in a greenhouse, where the cultivars SP83-2847, SP80-1842 and SP81-3250 were grown in pots. The first assessment was done after 85 days of planting, then two treatments were implemented, i.e. without water stress (-D) and with water stress (+D) by withholding water for 15 days and rewatering imposed for 12 days after the stress period. Cultivars SP81-3250 and SP80-1842 showed a higher decline in the F-v/F-m ratio, leaf relative water content (RWC), leaf water potential (Psi(w)), SPAD index and photosynthetic pigments due to water deficit. Drought caused less damage in the physiology of the variety SP83-2847, and it still showed rapid recovery during rewatering, including for the stomatal conductance (gs), so this variety had better adaptation under this condition. The traits F-v/F-m, Psi(w), RWC, SPAD index and photosynthetic pigments present as potential physiological indicators in order to select tolerant sugar cane cultivars to water deficit. The trait gs is more effective in differentiating the tolerant cultivars during rewatering.