The sight of silence : the conceptualisation of silence in the visual cultures of sign language communities

Deaf people are perceived by hearing people as living in a silent world. Yet, silence cannot exist without sound, so if sound is not heard, can there be silence? From a linguistic point of view silence is the absence of, or intermission in, communication. Silence can be communicative or noncommunicative. Thus, silence must exist in sign languages as well. Sign languages are based on visual perception and production through movement and sight. Silence must, therefore, be visually perceptible; and, if there is such a thing as visual silence, how does it look? The paper will analyse the topic of silence from a Deaf perspective. The main aspects to be explored are the perception and evaluation of acoustic noise and silence by Deaf people; the conceptualisation of silence in visual languages, such as sign languages; the qualities of visual silence; the meaning of silence as absence of communication (particularly between hearing and Deaf people); social rules for silence; and silencing strategies.

Acesso e permanência na universidade federal do rio grande do Norte sob o ponto de vista do docente e do estudante com deficiência Natal-RN

Inclusion of students with disabilities is a recent case that has been discussed in school contexts, but the current policy of inclusion for access and retention of students in higher education is still a problem face there is much to do, therefore, are incipient studies in which this student body is involved. Accordingly, what is happening is that the most studies deal with on these students and little is said about them. For inclusive education thus the institution should prepare to receive students, having as one of its premises their point of views about what actually experience aiming at promoting education for all. Therefore, this study deals with the process of inclusion of students with disabilities regularly enrolled in undergraduate courses at the Universidade Federal do Rio Grande do Norte - UFRN.They were used the assumptions of qualitative research enabled by the case study method and semi-structured interviews. It has been analyzed by guiding actions and teaching practices, under the views of disabled students and teachers, the conditions of access and permanence offered by UFRN. Twelve students with physical, visual, hearing disabilities participated and five teachers from the acedemic centers that in academic year 2008 taught to these students. For data analysis it was used the technique of content analysis. It was extracted two themes: access and retention of students with disabilities in UFRN, in which emerged the categories described and analyzed in the course of this work. The results show the difficulties of access and retention of students with disabilities within the UFRN, such as attitudinal, pedagogical and architectural barriers. However, as it has also turned out, initial advances in the quest for achieving more effective actions to guarantee access and permanence of these students in UFRN. It has concluded that the scope for the exercise of citizenship in the pupils with disabilities who need this Higher Education Institution has an inclusive education Project, wide and consolidated, for the actions undertaken by the Ministry of Education - MEC, by itself, are not guaranteed to all students due to mobility, autonomy and security. It has hoped this work will bring benefits for new studies to develop features that were located, but were not our focus, because then the UFRN may advance the inclusive process of disabled students

Sintomas de deficiência tardia de fósforo em soja

Foi notado, em área de cultivo experimental em Botucatu (SP), que a soja, na época de enchimento das vagens, apresentava folhas com cor amarelada, que evoluía para palha, com tons arroxeados no limbo foliar e nos pecíolos. Esses sintomas eram compatíveis com as descrições mais genéricas de deficiência de P para outras espécies, apesar de não estarem descritos para soja. Foi conduzido um experimento em vasos com areia lavada e solução nutritiva, com o objetivo de reproduzir os sintomas observados em condição de campo. Foram cultivadas três plantas de soja por vaso, em ambiente aberto. Os sintomas de deficiência de P apareceram inicialmente nas folhas mais velhas, que ficaram amareladas, conservando algumas nervuras verdes. O tom amarelado foi-se intensificando, adquirindo tons avermelhados e, posteriormente, arroxeados. Notou-se ainda colapso do pecíolo das folhas com sintomas de deficiência. A fase de pegamento de vagens de soja mostrou-se mais sensível à deficiência de P do que a fase de enchimento de grãos podendo ocorrer recuperação de parte da produtividade pela produção de menor número de grãos e vagens chochas e aumento no tamanho de grão, se a deficiência ocorrer tardiamente e não for muito severa.

Efeito de deficiência de micronutrientes no estado nutricional da mamoneira cultivar Iris

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Caracterização de sintomas visuais de deficiência de macronutrientes em alface

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Tecnologia assistiva para o ensino de alunos com deficiência: um estudo com professores do ensino fundamental

Pós-graduação em Educação - FFC

Concepção do professor de educação física sobre a inclusão do aluno com deficiência

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Acessibilidade na Universidade Estadual de Londrina: o ponto de vista do estudante com deficiência

Pós-graduação em Educação - FFC

Evolução da nomeação após fortalecimento de relações auditivo-visuais em crianças com deficiência auditiva e implante coclear

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Condições de vida e saúde dos portadores de deficiência física, Botucatu - SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Representações sociais sobre educação especial e deficiência: o ponto de vista de alunos deficientes e professores especializados

Pós-graduação em Educação - FFC

Escala de atitudes sociais em relação à inclusão: versão específica para cada categoria de deficiência

An adequate understanding of social attitudes toward inclusion is part of the study of necessary conditions to the construction of an inclusive education. he aim of this study was to translate and atapt a simple scale used to measure social attitudes toward the inclusion of blind students. From the translation, it was developed a version for each of four disabilities categories: hearing disability, physical disability, intelectual disability and visual impairment. he 637 participants answered a version of this scale and one of the ELASI (Escala Likert de Atitudes Sociais em relação à Inclusão) forms. hese participants were students of several Special Education specialization courses given in the State of Paraná. Most of them were Basic Education teachers. he results indicated a high correlation between the form A ELASI scores and the scores of each of the speciic scale version. In form B there were no signiicant correlations found relating to the visual and hearing disabilities. Moreover, the scale was capable to identify diferences between the disabilities categories. More complete assessments and new studies are necessary to clarify the divergence found between the A and B forms of ELASI.

Escala de Atitudes em Relação à Inclusão: Versão Específica para cada Categoria de Deficiência

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Efeito da intervenção terapêutica ocupacional junto a crianças com déficts de percepção visual, coordenação motora e integração visuo-motora

To students with special educational needs participate actively at school are required effective and systematic investment, involving the school community as a whole. The occupational therapist is one of the professionals who can facilitate this student inclusion process. This study aimed to discuss the occupational therapy intervention effects with two disability children with deficits in visual perceptual skills, motor coordination and visual motor integration, that was included in regular education. The Beery-Buktenica Developmental Test of Visual Motor Integration was use to evaluate visual perceptual skills, motor coordination and visual-motor integration. Because the deficits presented in the functions investigates was identified the need of an occupational therapy intervention program designed to improve the performance in theses functions. After the program, the test was reapplied. The results pointed to an improvement of all functions considered deficient. These results highlight to the training importance to improve the performance in abilities evaluated.

Crescimento, composição mineral e sintomas visuais de deficiência nutricional em ipeca

The objective was to evaluate the effect of the omission of macronutrient and micronutrient boron in dry matter production, the characterization of the symptoms of nutritional deficiencies and mineral composition in plants of ipeca, an experiment was conducted in greenhouse conditions by the technique the missing element and visual diagnosis. A randomized block experimental design with four repetitions and the treatments were: complete and omissions of N, P, K, Ca, Mg, S and B. The analytical results demonstrated that the production of dry matter was affected in all of the treatments with omission of nutrients and that the ipeca plants presented characteristic symptoms of nutritional deficiencies due to the omissions of N, P, K, Ca, Mg, S and B and the concentrations of the macronutrients and of the micronutrient boron in the different parts of the ipeca plant varied when a certain nutrient was omitted in the solution.