Análise dos caminhos isotrópicos adotados por pessoas com deficiência visual em um curso de Educação a Distância na perspectiva inclusiva

Pós-graduação em Educação - FCT

O design de brinquedos voltado para as crianças com deficiência visual

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estratégias de ensino e recursos pedagógicos para o ensino do aluno com deficiência visual na atividade física adaptada

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Learning strategies evaluation in students with attention deficit hyperactivity disorder

This study aim to verify the use of learning strategies in students of the elementary level presenting interdisciplinary diagnosis of attention dei cit hyperactivity disorder (ADHD). Nine students, male gender, attending 3rd to 9th grade level of the elementary level, average age 10 years and 7 months, presenting interdisciplinary diagnosis of attention dei cit hyperactivity disorder (ADHD). h e students were submitted to the application of the Evaluation of Learning Strategies from elementary level – EAVAP-EF – scale, which aimed to evaluate the strategies reported and used by students in situation of study and learning, as follows: cognitive strategies, metacognitive strategies and absence of dysfunctional metacognitive strategies. h e general result at EAVAP-EF scale, showed that students with ADHD reached the percentile 25%, considered as low performance in the use of the learning strategies. For the variable absence of dysfunctional metacognitive strategies, the students presented percentile 30%, percentile 25% for cognitive strategies and 55% for metacognitive strategies. h e results showed that ADHD students do not use ef ectively the learning cognitive and metacognitive strategies and present the use of dysfunctional metacognitive strategies. h ese alterations match with the framework of ADHD because the entry of information, either visual or auditory, showed alterations, derived from inattention, which af ected the learning in classroom situation.

Tecnologia assistiva: analisando espaços de acessibilidade às pessoas com deficiência visual em universidades públicas

Pós-graduação em Educação Escolar - FCLAR

Semi-supervised learning for relevance feedback on image retrieval tasks

Relevance feedback approaches have been established as an important tool for interactive search, enabling users to express their needs. However, in view of the growth of multimedia collections available, the user efforts required by these methods tend to increase as well, demanding approaches for reducing the need of user interactions. In this context, this paper proposes a semi-supervised learning algorithm for relevance feedback to be used in image retrieval tasks. The proposed semi-supervised algorithm aims at using both supervised and unsupervised approaches simultaneously. While a supervised step is performed using the information collected from the user feedback, an unsupervised step exploits the intrinsic dataset structure, which is represented in terms of ranked lists of images. Several experiments were conducted for different image retrieval tasks involving shape, color, and texture descriptors and different datasets. The proposed approach was also evaluated on multimodal retrieval tasks, considering visual and textual descriptors. Experimental results demonstrate the effectiveness of the proposed approach.

A comunicação como barreira à inclusão de alunos com deficiência visual em aulas de Física Moderna

This article is part of a study that seeks to understand the main barriers to the inclusion of visually   impaired   students   in   learning   Physics.   Analyzing  modern physics classes, we examine the difficulties in communication between teachers and visually impaired students. Our study emphasizes the analyses of empirical­sensory and semantic structures of speech, indicating factors that may hamper  students’ understanding in the classroom. We recommend alternative procedures that aim to facilitate the effective participation of students with visual impairment in the communication process, such as:  elimination of the interdependent   audiovisual structure and the exploration of the communicational potentialities of a speech based on empirical structures whose accessibility does not depend on visual skills.

Ensino de Física para alunos com deficiência visual: o processo de ensino-aprendizagem nos ambientes escolares das salas de aula regular e de recursos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A equoterapia como auxiliar no processo de inclusão do aluno com deficiência visual: estudo de caso

This study examines the hippotherapy related to school inclusion. Inclusive education, given the diversity of human kind, seeks to understand and meet the educational needs of all students. Visual impairment is defined as a reduction or complete loss of ability to see with the better eye and after the best possible optical correction, and may be perceived by the focus when the individual educational needs of Braille for their learning. Hippotherapy is a therapeutic and educational method that uses the horse in an interdisciplinary approach in health, education and riding, searching for the biopsychosocial development of people with disabilities and/or special needs. The general objectives were: to follow a Hippotherapy program applied to a student with visual disabilities included in regular education from the practice sessions of hippotherapy and the student's school routine, and specific: to verify changes to a student with visual impairment during their participation in an equine therapy program, to check the commitment, involvement and interest in school activities the student practicing hippotherapy inserted into the regular school system. The methodology was a qualitative research, in the form of case study. The instruments of data collection were interviews, video recordings, photographs, school information and the subject of systematic observations of the sessions of hippotherapy. Interviews were conducted at three different times during the course of the program. First we used a strategy for succeeding in increasing the involvement of practicing with the school. Later, another strategy was established, consisting of the effective presence of the researcher in the school to carry out activities on the hippotherapy within the school environment. The analysis of the first interview showed no changes in school interest, however, occurred in the family environment. In analyzing the results of the second interview was seen as a...