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)

Prevalência da deficiência visual e fatores associados no município de Pratânia - SP

Pós-graduação em Bases Gerais da Cirurgia - FMB

Ensino de música para pessoas com deficiência visual

Pós-graduação em Música - IA

Saberes docentes para a inclusão do aluno com deficiência visual em aulas de Física

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

Avaliação do controle postural e do tipo do pé de pessoas com deficiência visual

The balance changing in the visually impaired is target of investigations, as balance and vision are interrelated. Also, another important factor in the maintenance of postural control is the biomechanical aspect of the feet. This study aimed to evaluate postural control and feet type of individuals with visual impairments. For then 17 adults with visual impairment participated in this study and have been evaluated by the baropodometry system. The oscillation of the center of pressure data were analyzed using the software Conformat Research 5.8, and subjected to Mann-Whitney’s statistical test. The results showed no statistically significant difference in postural control when comparing individuals with and without visual residue and which normal and foot with biomechanical alterations, which demonstrates that the visual impairment was the main factor of changes in postural control for the participants of this study.

livros infantis adequados para uma criança com deficiência visual: a experiência de bolsistas PIBID da FFC/UNESP/Marília

This article tells the experience of some scholarship holders of Subproject PIBID Pedagogy Literacy FFC, who have developed, between its activities: planning, analysis, confection and adequacy of books of infantile histories so that they can be read and better understood for a child with visual deficiency. The idea arose from the fact that the school in which the pupil is enrolled does not have in its collection such resources. The books followed the criteria of adequacy and present in the literature of specific preparation area and the results pointed to the schoolgirl showed interest and motivation to run the task to read the stories with the adjustments that are made.

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

Pós-graduação em Educação Escolar - FCLAR

Orientação espacial em pessoas com deficiência visual: um estudo de triangulação por meio de monitoramento remoto

This study was conducted to investigate how visually impaired people perform distance estimation tasks by movement and navigation during deprivation of effective perceptual and proprioceptive information. For that they performed the task of walking three distances, being the first and second of 100 meters and the third of 140 meters (triangulation) from a point of origin in open field on a inverted L shaped trajectory and then returning to the origin. The first and second tasks were driven by means of a guide with GPS adapted to the study coordinates, and the third one was freeform with three sessions, the first without perceptual and proprioceptive restrictions, the second without auditory perception, and the third in a wheelchair, without proprioception. The objective of this study was to indicate the differences in distance reproduction in relation to accuracy and investigate the spatial representation of participants in a navigation task, in which there is active movement, but no effective perceptual and proprioceptive information. Results showed that the average participants underestimated distances producing average angles close to the value of 45°. And by means of the "t" students test no significant differences between subjects can be pointed out. To achieve these results we used remote monitoring by GPS and software TrackMaker.

Educação sexual e sexualidade no discurso de uma pessoa com deficiência visual

Sexuality and sex education for visually impaired people are still a few subjects studied in the field of Education. The aim of this study was to investigate sexuality and sex education of the visually impaired, through an interview with an adult woman, blind from birth, for further analysis of thematic content. It is a descriptive-qualitative case study. The following categories were described in the results: (1) Concept of sexuality, (2) Sexual Education, (3) Sexuality and Disability, (4) Social issues and prejudice. The data confirm other studies showing the existence of social prejudice, sexual myths, no sex education or sex education with superficial information and difficulties predominantly psychosocial and not organic in relation to sexuality. We conclude that sexuality and sex education are important issues that should be considered in the general education of people with disabilities.

Desenvolvimento e aplicação de uma maquete sobre as leis de Kepler para inclusão de alunos com deficiência visual no ensino de física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Contextos comunicacionais adequados e inadequados à inclusão de alunos com deficiência visual em aulas de mecânica

This article is inserted in a study aimed at the identification of the main barriers for the inclusion of visually-impaired students in Physics classes. It focuses on the understanding of the communication context which facilitates or hardens the effective participation of students with visual impairment in Mechanics activities. To do so, the research defines, from empirical - sensory and semantic structures, the language to be applied in the activities, as well as, the moment and the speech pattern in which the languages have been used. As a result, it identifies the rela tion between the uses of the interdependent audio-visual empirical lan guage structure in the non-interactive episodes of authority; the decrease in the use of this structure in interactive episodes; the creation of educa tional segregation environments within the classroom and the frequent use of the interdependent tactile-hearing empirical language structure in such environments.

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.

Contextos comunicacionais adequados e inadequados à inclusão de alunos com deficiência visual em aulas de termologia

This article represents a continuation of the results of a research presented in Camargo and Nardi (2007). It is inserted in the study that seeks to understand the main student’s inclusion barriers with visual impairment in the Physics classes. It aims to understand which communication context shows kindness or unkindness to the impairment visual student’s real participation in thermology activities. For this, the research defines, from the empirical - sensory and semantics structures, the used languages in the activities, as well, the moment and the speech pattern in which the languages have been used. As result, identifies a strong relation between the uses of the interdependent empirical structure audio-visual language in the non-interactive episodes of authority; a decrease of this structure use in the interactive episodes and the creation of education segregation environments within the classroom.

Deficiência visual e educação científica: orientações didáticas com um aporte na neurociência cognitiva e teoria dos campos conceituais

The aim of this paper is to present an educational proposal with didactic and pedagogical orientations, to the Science Education for people with visual impairments. Then, we use as main reference, Gérard Vergnaud’s Theory of Conceptual Fields, joining with a translational focus, applying empirical results of Cognitive Neuroscience. Within this, we highlight the role of educational activities related with 'multisensory scientific literacy ', focusing on the linguistic triad: read, interpretation and textual representation. We hope this perspective, become in the future an important component on guidelines for composing a 'semiotic protocol' for Science Education. Realizing too, epistemological peculiarities, pedagogic and didactic specificities in this area, and, revealing such properties on the cognitive constructs, for science and technology education.