Atendimento Educacional Especializado: análise do índice de evasão de professores em curso de pós-graduação, na modalidade a distância

This research aims to investigate the possible causes for the dropout of participants under instruction in distance courses. Data gathered from the Specialization Course in Specialized Educational Support Services - SES, sponsored by the Department for Continuing Education, Literacy and Diversity of the Ministry of Education - SECAD / MEC - and the Open University of Brazil – OUB, will be analyzed. The objective of the course is to graduate teachers who work in classrooms equipped with multifunctional resources in regular schools to give specialized educational support for students with special educational needs marked by disabilities, global development disorders and high abilities/highly gifted students. In order to analyze dropout data in the first semester of the ongoing course, a sample of 1349 participants enrolled in the distance course was considered; 216 of these had their enrollment cancelled on request or because they stopped accessing the Virtual Learning Environment - VLE / Teleduc Platform showing no interest in the course. However, the information below aims to present and discuss only the tabulated data of the 98 participants who requested to have their enrollment officially cancelled by submitting the online dropout term. The findings showed the main reasons for dropping out were personal problems, lack of time to commit to an ongoing distance course, difficulty using ICT and the tools available in the VLE. The research also highlighted the importance of developing digital inclusion initiatives as well as on-site supporting poles as a way to soften the barriers of technological accessibility and the dropout rate in this kind of courses.

TACTILE CARTOGRAPHY EXPERIENCES IN BRAZIL: METHODOLOGIES AND DIDACTICAL MATERIAL WITH TECHNOLOGICAL RESOURCES FOR INCLUSION OF BLIND AND LOW VISION STUDENTS

The tactile cartography is an area of Cartography that aims the development of methodologies and didactical material to work cartographic concepts with blind and low vision people. The main aim of this article is to present the experience of Tactile Cartography Research Group from Sao Paulo State University (UNESP), including some didactical material and courses for teachers using the System MAPAVOX. The System MAPAVOX is software developed by our research group in a partnership with Federal University of Rio de Janeiro (UFRJ) that integrates maps and models with a voice synthesizer, sound emission, texts, images and video visualizing for computers. Our research methodology is based in authors that have in the students the centre of didactical activity such as Ochaita and Espinosa in [1], which developed studies related to blind children's literacy. According to Almeida the child's drawing is, thus, a system of representation. It isn't a copy of objects, but interpretation of that which is real, done by the child in graphic language[2]. In the proposed activities with blind and low vision students they are prepared to interpret reality and represent it by adopting concepts of graphic language learned. To start the cartographic initialization it is necessary to use personal and quotidian references, for example the classroom tactile model or map, to include concepts in generalization and scale concerning to their space of life. During these years many case studies were developed with blind and low vision students from Special School for Hearing Impaired and Visually Impaired in Araras and Rio Claro, Sao Paulo - Brazil. The most part of these experiences and others from Brazil and Chile are presented in [3]. Tactile material and MAPAVOX facilities are analysed by students and teachers who contribute with suggestions to reformulate and adapt them to their sensibility and necessity. Since 2005 we offer courses in Tactile Cartography to prepare teachers from elementary school in the manipulation of didactical material and attending students with special educational needs in regular classroom. There were 6 classroom and blended courses offered for 184 teachers from public schools in this region of the Sao Paulo state. As conclusion we can observe that methodological procedures centred in the blind and low vision students are successful in their spatial orientation if use didactical material from places or objects with which they have significant experience. During the applying of courses for teachers we could see that interdisciplinary groups can find creative cartographic alternatives more easily. We observed too that the best results in methodological procedures were those who provided concreteness to abstract concepts using daily experiences.

O ensino da matemática aos deficientes auditivos

The theme of this research is mathematics education for the deaf. It is hoped that this work will enable more thorough understanding of the subject matter, since, to be inclusion of people with hearing disabilities in society is necessary to establish measures ranging acceptance and family participation to break prejudices and demystification related learning ability of these individuals. This research also aims to provide grants for teaching mathematics to deaf , so that the teacher can build a current pedagogical practice that will not only meet their expectations as a teacher , but above that encourages the development of skills essential to the competence of the student with special educational needs . An educational practice based in the communication and interaction between teacher and students, with the intention of providing an effective meaning of mathematical knowledge, you can add new possibilities in an educational context marked by scarcity of communicative opportunities

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

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

Trabalho com projetos na formação inicial de professores de matemática na perspectiva da educação inclusiva

Pós-graduação em Educação Matemática - IGCE

Identificação de alunos com altas habilidades ou superdotação a partir de uma avaliação multimodal

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Considerações sobre a inclusão escolar de alunos com necessidades educacionais especiais na educação de jovens e adultos

This work carried through an exploratory study with nine students with Special Educational Needs (SEN) that had passed for the scholarship in last the ten years and who were registered in the modality of Education for Young people and Adults (EYA). The objective was to identify the effect of the inclusive education, with regard to access and equity in education, in relation to the acquisition of reading, writing and calculation, having as reference the initial cycle of literacy. The research was developed with students aged between 16 and 46 years, in a city in interior of São Paulo (Brazil). About the participants, three were attended the Term I: (1ª and 2ª series), three the Term II (3ª e 4ª series) and three the Term III: (5ª series). An Instrument of Evaluation was elaborated, with specific questions of Portuguese language and mathematics. The study found that in the last ten years, of the investigated group, few students had frequented regular school and those who attended were for a short period of time. The great majority studied, in recent years, only in special school, against the current legislation of inclusive education policy in the Brazilian educational system. Although the students receive the classification of students with SEN, the scholar system demonstrate difficulties in taking care of these students in theirs specific demands of learning and remain, still, the necessity of adequate training of teachers to work in the inclusive schools and to attend the diversity present in the classroom.

Inclusão escolar com apoio: uma análise do serviço do ensino itinerante

We investigated the process of inclusion in the school common areas, tracking the performance of a traveling school teacher (teaching support service specialist), type of service in Special Education, as a support to the school's educational proposal. Objectives: To identify, describe and analyze the performance of itinerant school teacher in a school of mainstream school, with students and their teachers, to analyze the perception of two teachers of the common teaching about the process of integration of pupils with special educational needs in their classes; examine the roles and responsibilities of itinerant school teacher through an exploratory qualitative approach. Participants: an itinerant school teacher, two teachers and two of the common teaching students with special educational needs included in mainstream school. Observations were made weekly at the school over a period of six months, semi-structured interviews with teachers and document analysis. The results showed different facets of roaming at the intersection with the common teaching among them may be noted that acts as a parallel system in the common school, creating a gap between them which may compromise or disadvantage of the dynamic performance of service support, but this gap is overcome at critical times facing the mainstream school, where this service benefit the child's learning process and promotes their inclusive education policy.

Medicinal plants in pregnancy and lactation: perception of the health risk and practical educational group in Araraquara, São Paulo State, Brazil

The use of medicinal plants among pregnant women and lactating is a common practice in diverse countries. However, many medicinal plants are contraindicated during pregnancy and lactating, due to various adverse effects, such as teratogenic, embryotoxic and abortive effects, exposing these women, their fetus and babies to health unknown risks. Thus, the purpose of this commentary, was to analyze the perception about the use of medicinal plants by pregnant women and lactating registered in the "baby on board" NGO, Araraquara, São Paulo state, Brazil, between 2010 at 2013. The group was constituted by 48 women, between the first and last trimester of pregnancy or whilst breastfeeding. Information was collected during group meetings by oral interview, using a questionnaire, as script. The nature of the study was a qualitative analysis. The results were based on reports about the use of medicinal plants by pregnant women during group meetings: use, indication of use, knowledge about risks. All participants received written and oral information about the study and they gave a written informed consent. The use of medicinal plants is a reality among pregnant and lactating women of the "baby on board" NGO. They reported that they feel that "natural" products are not harmful for their health. The primary information sources for the majority of women about medicinal plants during pregnancy are family, neighbors and herbalists. The plants most cited (in popular name in Brazil) were: senna, chamomile, boldo, lemon balm, lemon grass. They were used mainly for: nausea, heartburn, indigestion, flatulence, intestinal and abdominal pain, anxiety, intestinal constipation and low milk production. The pregnant and lactating women lacked knowledge about the health risks of the use of medicinal plants and herbal medicines in pregnancy and lactation. They also reported difficulties in clarifying some questions about the use of medicinal plants with their doctors. The results of the present study showed that educative actions about the rational use of medicinal plants in pregnancy and breastfeeding could be part of the operating protocols to promote the maternal and child health programs in Araraquara. Thus, our results also suggest the importance of creating institutionalized places, to the implementation of continued education programs about rational use of medicinal plants in pregnancy and lactation. These targeted programs are not only for health professionals, but also for community members, pregnant women and breastfeeding. Our results pointed out the importance of guidance of doctors and healthcare professionals on the scientific studies about medicinal plants and herbal medicines and the risk/benefit of using herbs during pregnancy. Finally, it is noted the importance of the health professionals to inform women of childbearing on risks to their health, as well as on possibilities of utilization of herbs during fertile period, giving special attention to the potential risk of self-medication.

Surdez: um estudo da formação continuada oferecida aos professores em uma diretoria de ensino no interior do estado de São Paulo

Pós-graduação em Educação Escolar - FCLAR

O processo de escolarização de crianças surdas no ensino fundamental: um olhar para o ensino de ciências articulado aos fundamentos da astronomia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Inclusão escolar, necessidades educacionais especiais e ensino de ciências: alguns apontamentos

We can notice in the different sectors of the society a significant increase of individuals that possess some type of deficiency. Although there is an increasing process of inclusion, we find, even in Educational Institutions, barriers and limited conceptions on this subject. Thus, aiming at clarifying some questions related to this subject, we present some debates found in the literature about the Inclusive Education, Special Education and the construction of inclusive education strategies.

A adequação curricular como facilitadora da educação inclusiva

The present study aims to demonstrate the evaluation of the accomplishment results of a practical curricular adaptation activity to facilitate the academic progress of students with special educational needs. This activity is a requirement to mandatory subject of a refinement course called "Special and Inclusive Education Practices in mental deficiency issues". The course was accomplished in a virtual environment through TelEduc platform. On this text the evaluation of a 30-studentsample will be presented. The survey results highlight that curricular adaptation is a viable didactic-methodological strategy for intellectual deficient students to access the normal curriculum.

Contextos comunicacionales adecuados e inadecuados para la inclusión de alumnos con discapacidad visual en clases de física moderna

This article is inserted in a wider study that seeks to understand the main inclusion barriers in Physics classes for students with visual impairment It aims to understand which communication context favors or impedes the visually impaired student participation to the impairment visual student’s real participation in Modern Physics activities. The research defines, from the empirical-sensory and semantics structures, the languages used in the activities, as well as, the moment and the speech pattern in which those languages have been used. As a result, this study 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; the creation of education segregation environments within the clasroom and the frequent use of empirical tactile-hearing interdependent language structure in these environments. Moreover, the concept of «special educational need» is discussed and its inadequate use is analyzed. Suggestions are given for its correct use of «special educational need,» its inadequate use, giving suggestions for its correct use.

A inclusão de estudantes com deficiência intelectual na educação básica primária da Colômbia: políticas públicas e práticas pedagógicas / Diego Fernando Rosero Ruiz

Pós-graduação em Educação - FFC