Escolarização formal e dimensões curriculares para alunos com autismo: o estado da arte da produção acadêmica brasileira

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

Avaliação audiológica comportamental e eletrofisiológica no transtorno do espectro do autismo

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

O professor da Educação Especial e o processo de ensino-aprendizagem de alunos com autismo

This paper has as subject autism, and sought to verify how the process of teaching and learning of students with autism occurs in a special education school. The Infantile Autism is today sorted as one of the “Global Developmental Disorders (PDD)” and is characterized by a severe and global impairment in several areas of development, such as reciprocal social interaction skills, communication skills and presence of stereotypic behavior, interests and activities. This study aimed to identify the teaching methodology used with adolescents with autism in special education and see in what ways this methodology assists in the teaching and learning of these students. To this end, participated in this study a teacher, expert in this issue, and three students with autism in a Special Education School located within the State of São Paulo. For data collection, 19 observations of activities performed by students with autism in the classroom were conducted and a semi-structured interview with the specialized teacher was applied. The results revealed that the teacher mentioned above does not use any specific teaching methodology to assist in the teaching and learning of these students, although there are some specific methodologies for individuals with autism, which are used in special education schools. Thus, there is a gap in the teaching process on the part of the teacher and an uncertainty about the learning process of these students with autism in this institution.

Sistema de Comunicação Alternativa na Interação de um aluno com autismo e seu professor

Individuals with autism are often unable to communicate through speech, and the ones that are able to speak sometimes cannot begin or to maintain a conversation. This article presents a case study that observed the communicative profile of a young student with autism interacting with his teacher during classroom activities using adapted PECS. The results demonstrated that the autistic student enhanced communicative initiatives in the interaction with his teacher, and the augmentative and alternative communication system was a facilitating tool used in the communicative learning process.

Psicopatologia e educação infantil: elaboração de manual de orientação sobre os transtornos do espectro do autismo

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

Avaliação das atividades realizadas em uma instituição de atendimento de crianças e jovens com autismo: contribuições com a implantação de um serviço de terapia ocupacional

O Autismo Infantil é um Transtorno Global do Desenvolvimento que se caracteriza pela presença de comprometimentos severos nas áreas de comunicação, interação social recíproca, interesses e comportamentos. Este trabalho teve como objetivos analisar o atendimento realizado com indivíduos autistas em uma instituição e verificar como a Terapia Ocupacional pode contribuir na atenção voltada aos alunos. A pesquisa foi realizada através da observação e registro em diário de campo das atividades realizadas por cinco indivíduos com Autismo em uma associação específica de Autismo e Transtornos no Desenvolvimento. Também foi realizada entrevista com os profissionais que atuam na instituição. No diário de campo, nota-se a prevalência das atividades pedagógicas. Por outro lado, observa-se escassez de atividades funcionais, de atividades básicas e instrumentais de vida diária, e de atividades direcionadas à comunicação e interação. Nas entrevistas, foi possível constatar que existe interesse dos profissionais na implantação do serviço de Terapia Ocupacional. Considerando as possibilidades de atuação da Terapia Ocupacional junto às crianças e jovens com autismo, conclui-se que a implantação desse setor nessa associação poderia trazer inúmeros benefícios para os usuários e equipe de profissionais da instituição.

Polimorfismos dos genes ADA e CNTNAP2 em indivíduos com Transtornos do Espectro do Autismo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Efeitos da perturbação antrópica sobre as comunidades de aves no Brasil

Grande parte das florestas sofreu o processo de fragmentação em áreas de diversos tamanhos, próximas ou isoladas de outros fragmentos florestais. A diminuição do habitat original, o grau de isolamento, e as influencias das bordas e da matriz trouxeram uma série de conseqüências negativas para os animais. Entretanto, já foi observado que enquanto algumas espécies são extremamente prejudicadas, sendo muitas vezes levadas à ext inção, outras conseguem se beneficiar com a alteração ambiental. O objetivo do presente trabalho foi compilar os dados extraídos de levantamentos e disponíveis na literatura sobre riqueza e abundância de aves em ambientes afetados pela perturbação antrópica em contraste com aqueles realizados em florestas intactas, com a finalidade de responder à seguinte questão: quais são as famílias e guildas tróficas de aves que são prejudicadas ou beneficiadas pela perturbação e alteração do seu habitat? Para tanto foi realizado uma análise por meio de um ranking em ordem decrescente das famílias e guildas mais abundantes para as menos abundantes em cada área de estudo com a posterior aplicação do teste de Mann-Whitney. Foi perceptível que trabalhos com censos quantitativos são relativamente novos e ainda pouco explorados. A escassez de levantamentos quantitativos em praticamente todos os biomas com exceção da Mata Atlântica foi uma realidade com a qual a equipe se deparou. Logo, apenas foi possível realizar análises para os biomas Mata Atlântica e Cerrado. Verificou-se que um grande número de famílias se comporta de maneira diferente em áreas preservadas e perturbadas na Mata Atlântica e Cerrado (p<0,05). Porém, isto não significa que estas famílias estão sendo beneficiadas ou prejudicadas pela fragmentação, uma vez que não representam dados diretos de abundância, apenas pode-se comparar o nível de contribuição... (Resumo completo, clicar acesso eletrônico abaixo)

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

Dinâmica de rotação de exoplanetas tipo terrestre com perturbação de terceiro corpo

In this work we study some topics of Celestial Mechanics, namely the problem of rigid body rotation and “spin-orbit” resonances. Emphasis is placed on the problem formulation and applications to some exoplanets with physical parameters (e.g. mass and radius) compatible with a terrestrial type constitution (e.g. rock) belonging to multiple planetary systems. The approach is both analytical and numerical. The analytical part consists of: i) the deduction of the equation of motion for the rotation problem of a spherical body with no symmetry, disturbed by a central body; ii) modeling the same problem by including a third-body in the planet-star system; iii) formulation of the concept of “spin-orbit” resonance in which the orbital period of the planet is an integer multiple of the rotation’s period. Topics of dynamical systems (e.g. equilibrium points, chaos, surface sections, etc.) will be included at this stage. In the numerical part simulations are performed with numerical models developed in the previous analytical section. As a first step we consider the orbit of the planet not perturbed by a third-body in the star-planet system. In this case the eccentricity and orbital semi-major axis of the planet are constants. Here the technique of surface sections, widely used in dynamical systems are applied. Next, we consider the action of a third body, developing a more realistic model for planetary rotation. The results in both cases are compared. Since the technique of disturbed surface sections is no longer applicable, we quantitatively evaluate the evolution of the characteristic angles of rotation (e.g. physical libration) by studying the evolution of individual orbits in the dynamically important regions of phase space, the latter obtained in the undisturbed case

Inclusão escolar de um aluno com autismo: descrevendo práticas de alfabetização em uma escola pública - ciclo I

Learning the written language has been the subject of research and study of various sciences in recent decades, in the same way that inclusion in regular education of students with disabilities such as autism, also has been the subject of discussions in the academic and even political. However, it can be observed that these two topics are disjointed, despite the importance of ownership of the system of writing by students with autism, because that would be a way to facilitate social interaction, which is the principal difficulty of this students. This research intend to describe the inclusion process of a student with autism into a common room of the initial years, in a public school, observing which are the strategies used by the teacher in the literacy process, as well as analyze the collaborative process developed by the researcher. The methodology was a qualitative and collaborative research, the kind of case study. The participants were a teacher and her students, from the cycle I of Primary School of a public school, among which, one is diagnosed with autism. The instruments used to the data’s analysis were interviews, with the teacher and the mother of the student with autism; the written productions of the student during the research; camp diary; and the observations made during the research. To the interventions, were used alternative practices, including material production (a mobile alphabet and a album of photos), that make more easy the process of literacy, The results showed the great difficulty in performing the interventions in a collaborative process, considering that in the observations, it was found that the practices of this teacher were traditional, and also there was no planning, on her part, content to be deal with the students. Otherwise, related to the development of the autism student’s written language, it could be seen like a breakthrough, have in...

Análise de genes envolvidos na neurotransmissão, formação e manutenção sináptica em indivíduos com transtornos do espectro do Autismo

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

O pensamento psicanalítico sobre autismo a partir da análise da revista

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

Um percurso pela psiquiatria infantil: dos antecedentes históricos à origem do conceito de autismo

This article is a conceptual study that aims to trace a historical course of the psychiatric knowledge about children, pointing how the conceptualization of autism will lead into this prospect. For such, we divided this work into three parts: the first is dedicated to the discussion of the concept of mental retardment, followed by the questioning of the first reflections on the psychoses of childhood and the birth of the Child Psychiatrist clinic and the conceptualization of autism by Psychiatry. Therefore, we seek to understand the meaning and origin of current practices, critically analyzing the psychiatric manuals and its impact on child psychopathology.