BlueFriends: measuring, analyzing and preventing social exclusion between elementary school students

Social exclusion is a relatively recent term, whose creation is attributed to René Lenoir(Lenoir, 1974). Its concept covers a remarkably wide range of social and economic problems, and can be triggered for various reasons: mentally and physically handicapped, abused children, delinquents, multi-problem households, asocial people, and other social “misfits” (Silver, 1995, pp. 63; Foucault, 1992). With an increasingly multi-cultural population, cultural and social inequalities rapidly ascend, bringing with them the need for educational restructuring. We are living in an evermore diverse world, and children need to be educated to be receptive to the different types of people around them, especially considering social and cultural aspects. It is with these goals that inclusive education has seen an increased trend in today’s academic environment, reminding us that even though children may be taught under the same roof, discriminatory practices might still happen. There are, however, a number of developed tools to assess the various dimensions of social networks. These are mostly based on questionnaires and interviews, which tend to be fastidious and don’t allow for longitudinal, large scale measurement. This thesis introduces BlueFriends, a Bluetooth-based measurement tool for social inclusion/exclusion on elementary school classes. The main goals behind the development of this tool were a) understanding how exclusion manifests in students’ behaviors, and b) motivating pro-social behaviors on children through the use of a persuasive technology. BlueFriends is a distributed application, comprised by an application running on several smartphones, a web-hosted database and a computer providing a visual representation of the data collected on a TV screen, attempting to influence children behaviors. The application makes use of the Bluetooth device present on each phone to continuously sample the RSSI (Received Signal Strength Indication) from other phones, storing the data locally on each phone. All of the stored data is collected, processed and then inserted into the database at the end of each day. At the beginning of each recess, children are reminded of how their behaviors affect others with the help of a visual display, which consists of interactions between dogs. This display illustrates every child’s best friends, as well as which colleagues they don’t interact with as much. Several tips encouraging social interaction and inclusiveness are displayed, inspiring children to change their behaviors towards the colleagues they spend less time with. This thesis documents the process of designing, deploying and analyzing the results of two field studies. On the first study, we assess how the current developed tools are inferior to our measuring tool by deploying a measurement only study, aimed at perceiving how much information can be obtained by the BlueFriends application and attempting to understand how exclusion manifests itself in the school environment. On the second study, we pile on the previous to try and motivate pro-social behaviors on students, with the use of visual cues and recommendations. Ultimately, we confirm that our measurement tool’s results were satisfying towards measuring and changing children’s behaviors, and conclude with our thoughts on possible future work, suggesting a number of possible extensions and improvements.

Epidemiologic study of anisometropia in students of Natal, Brazil

To perform an epidemiologic study in students in Natal/Brazil,with relation to refractional anisometropia, evaluating criteria such as: gender, age, and association with strabismus and amblyopia. Methods: A study of 1,024 students randomly selected from several districts of Natal/Brazil was undertaken by the Department of Ophthalmology of the Federal University of Rio Grande do Norte (UFRN), observing the following criteria of ≥ 2 spherical or cylindrical diopter refractional anisometropia relating it to sex, age, association with strabismus, amblyopia and anisometropia classification. Results: We found a prevalence of 2% (N=21) anisometropia in the students. The female gender predominated with 81% (N=17). In students with anisometropia, we observed an association with strabismus in 9.5% of cases (N=2), both with exotropia. The association of anisometropia with amblyopia occurred in 47.6% of the cases (N=10), with 8 cases of unilateral amblyopia and 2 cases of bilateral amblyopia. Conclusions: There was a predominance of anisometropia in females, and an increased prevalence of strabismus and amblyopia in students with anisometropiaTo perform an epidemiologic study in students in Natal/Brazil, with relation to refractional anisometropia, evaluating criteria such as: gender, age, and association with strabismus and amblyopia. Methods: A study of 1,024 students randomly selected from several districts of Natal/Brazil was undertaken by the Department of Ophthalmology of the Federal University of Rio Grande do Norte (UFRN), observing the following criteria of ≥ 2 spherical or cylindrical diopter refractional anisometropia relating it to sex, age, association with strabismus, amblyopia and anisometropia classification. Results: We found a prevalence of 2% (N=21) anisometropia in the students. The female gender predominated with 81% (N=17). In students with anisometropia, we observed an association with strabismus in 9.5% of cases (N=2), both with exotropia. The association of anisometropia with amblyopia occurred in 47.6% of the cases (N=10), with 8 cases of unilateral amblyopia and 2 cases of bilateral amblyopia. Conclusions: There was a predominance of anisometropia in females, and an increased prevalence of strabismus and amblyopia in students with anisometropia

Prevalence of refractive errors in students in Northeastern Brazil

To determine the prevalence of refractive errors in the public and private school system in the city of Natal, Northeastern Brazil. Methods: Refractometry was performed on both eyes of 1,024 randomly selected students, enrolled in the 2001 school year and the data were evaluated by the SPSS Data Editor 10.0. Ametropia was divided into: 1- from 0.1 to 0.99 diopter (D); 2- 1.0 to 2.99D; 3- 3.00 to 5.99D and 4- 6D or greater. Astigmatism was regrouped in: I- with-the-rule (axis from 0 to 30 and 150 to 180 degrees), II- against-the-rule (axis between 60 and 120 degrees) and III- oblique (axis between > 30 and < 60 and >120 and <150 degrees). The age groups were categorized as follows, in: 1- 5 to 10 years, 2- 11 to 15 years, 3- 16 to 20 years, 4- over 21 years. Results: Among refractive errors, hyperopia was the most common with 71%, followed by astigmatism (34%) and myopia (13.3%). Of the students with myopia and hyperopia, 48.5% and 34.1% had astigmatism, respectively. With respect to diopters, 58.1% of myopic students were in group 1, and 39% distributed between groups 2 and 3. Hyperopia were mostly found in group 1 (61.7%) as well as astigmatism (70.6%). The association of the astigmatism axes of both eyes showed 92.5% with axis with-the-rule in both eyes, while the percentage for those with axis againstthe- rule was 82.1% and even lower for the oblique axis (50%). Conclusion: The results found differed from those of most international studies, mainly from the Orient, which pointed to myopia as the most common refractive error, and corroborates the national ones, with the majority being hyperopia

The use of software Mapavox for teaching graphics and games to blind and low vision students: a development through practices

Current policies on education to visually impaired point for a growing trend of including students with special educational needs in regular schools. However, most often this inclusion is not accompanied by an appropriate professional trained or infrastructure, which has been presented as a big problem for regular school teachers who have students with visual impairments in their classroom. Based on this situation, the Group of Extension in Tactile Cartography from UNESP - University of the State of São Paulo - Campus de Rio Claro - SP - Brazil has been developing educational material of geography and cartography to blind students at a special school. Among the materials developed in this study highlight the development of graphics and board games provided with sound capabilities through MAPAVOX, software developed in partnership with UFRJ - Federal University from Rio de Janeiro - RJ - Brazil. Through this software, sound capabilities can be inserted into built materials, giving them a multi-sensory character. In most cases the necessary conditions for building specific materials to students with visual impairments is expensive and beyond the reach of features from a regular school, so the survey sought to use easy access and low cost materials like Cork, leaf aluminum, material for fixing and others. The development of these materials was supported by preparation in laboratory and its subsequent test through practices involving blind students. The methodology used on the survey is based on qualitative research and non comparative analysis of the results. In other words, the material is built based on the special students perception and reality construction, not being mere adaptations of visual materials, but a construction focused on the reality of the visually impaired. The results proved were quite successful as the materials prepared were effective on mediating the learning process of students with disabilities. Geographical and cartographic concepts were seized by the students through the technology used, associated with the use of materials that took into account in its building process the perception of the students.

O currículo escolar: uma análise na perspectiva da inclusão de alunos com deficiência intelectual

A mid the many transformations and advances that the contemporary society is going through, the right to education is a topic that does not end and becomes increasingly present, given the urgency of including students with disabilities in education. Given this new reality, schools are challenged to receive them with quality, and implement actions that promote favorable conditions for their development at school. Accordingly, it is fundamental the organizational restructuring of education to meet the specific needs of students. Thus, it is imperative that educational institutions defining the type of person who intend to form and the society proposing to build. These are aspects that precede any question, since the knowledge covered in the curriculum will contribute directly to the creation of human beings are involved there. Based on this theme, this assignment reports aspects of a survey of a local public school, located in Natal/RN, which deals with the analysis of the curriculum and its implementation in teaching practice in the classroom, before the inclusion of students with disabilities intellectual. Thus, to undertake a study of case with five professionals at school, involving documentary analysis and observation of the curriculum of the pedagogical practice of teachers in the classroom, as well as conducting an interview with all stakeholders. To this end, the data analyzed shows that, although the right of citizens with disabilities is guaranteed by constitutional law, the school, locus of this study, have not realized the extent of conquest. Does not recognize the fact of being in school and learn together with others is also a right of persons with disabilities. Thus, while your resume is to present a progressive vision, believed to be open, concerned with the selection and organization of content, with flexibility in defining the goals, with the search for diversification of the procedures adopted, as well as the planning activities teaching and learning based on the level of student learning, this is not effective in teaching practice, either through ignorance of the guidelines defined either by lack of knowledge about the proposal and an inclusive curriculum can provide answers to all educational students, including those with intellectual disability

Educação inclusiva: práticas de professores frente à deficiência intelectual

The present work is a survey of pedagogical practices of teachers who experience the daily school with students with Intellectual Disability (ID) in their classrooms, considered inclusive. The study was conducted in academic year 2010 in a municipal school in Natal-RN, aimed at investigating the pedagogical practices developed by the participating teachers as well as its view of the front of Intellectual Disabilities students who are inserted in the initial years of Elementary School. In methodological choice, considering the nature of the phenomenon, we chose the qualitative approach and the case study method. The observation and semi-structured interview were used as procedures, which contributed to a significant collection of data in an attempt to answer the objectives. The study subjects were selected by convenience and were formed into two teachers from Elementary School I, linked to the public educational system, which volunteered to collaborate in this research. The analysis of the observations and of the speeches made possible build pedagogical considerations on the action with students with Intellectual Disabilities in a regular school. The results point to a practice covered with a traditional pedagogy, with a few adjustments, although there is an initial process of change, what we observe in the classroom and captured in the words, because, at various times, we saw an interest in developing a pedagogy of Freire. One aspect that caught our attention refers to the formative action at school for these teachers. We found its incipiency, because this does not happen in a systematic way at school. Throughout the years investigated, the teachers had no access to any form of training neither to any form of specialized monitoring. We realize that there is still a concept of Intellectual Disability that makes difficult to "see" this student as a human being having learning opportunities. The aspects that interfere in the formation hinder the development of a pedagogical practice that meets the uniqueness of its customers and promotes a truly effective school inclusion, consistent with social rights proclaimed in this century. We believe in the irreversibility of the inclusive process initiated a few decades ago and that obstacles to the practice of teaching students with ID are visible and possible to overcome if they are turned into challenges for all those who compose the school, the municipal education system and those who build public policies for inclusive education

Interação entre professora e alunos em salas de aula com proposta pedagógica de educação inclusiva

Correntes teóricas presentes na literatura científica têm demonstrado a importância das relações interpessoais para o processo de construção do conhecimento. É no contexto da interação professor e aluno que se configura a relação entre as necessidades educacionais dos alunos e as respostas pedagógicas a elas disponibilizadas, o que envolve o domínio do conhecimento pelo professor, sua capacitação técnico-científica, a competência de ensinar pesquisando, as características sócio-culturais e o perfil psicológico dos atores sociais envolvidos- professor e aluno. Buscando melhor compreender este universo, elaborou-se este estudo que teve como objetivo descrever as interações ocorridas entre uma professora, e seus alunos, em classes em que se propunha adotar uma prática pedagógica inclusiva. Os dados foram coletados em 2 salas de aula, em escola estadual de Ensino Fundamental, no município de Bauru. O processo de coleta de dados se deu através do registro da realidade de sala de aula em vídeo tape. Optou-se por este método, por permitir a recuperação posterior dos dados. A coleta se deu no transcorrer do 1º semestre do ano letivo de 2001. A análise fundamentou-se em sistema prévio de categorias, e tratou os dados quantitativa e qualitativamente. Os resultados demonstraram peculiaridades e diferenças nas interações da professora com os seus alunos, em função da presença ou ausência da deficiência. Indicaram, também, que a interação vem demonstrando avanços na prática educacional, no que diz respeito à atenção pedagógica, da professora, ao aluno com deficiência.

Textura do recurso pedagógico e implicações em atividade de encaixe realizada por indivíduos com paralisia cerebral

O estudo teve o propósito de verificar a influência da textura do recurso pedagógico no tempo despendido e no índice de retidão para execução de uma atividade de encaixe realizada por indivíduos com paralisia cerebral. Participaram do estudo 6 alunos com sequelas de paralisia cerebral do tipo espástica, com idade entre 7 anos e 8 meses e 28 anos e 1 mês. O participante deveria segurar o objeto e levá-lo a um ponto demarcado previamente para o encaixe e, após, retorná-lo à posição inicial. O objeto foi apresentado nas texturas lisa, intermediária e áspera, de forma aleatória. Para a coleta de dados, foi utilizada filmagem para posterior leitura pelo programa Kavideo, que possibilitou cálculos para observar o tempo despendido na tarefa e o índice de retidão. Foi realizado o estudo da normalidade das distribuições, verificada por meio do teste de normalidade de Kolmogorov-Smirnov (Teste KS) e a comparação entre as texturas lisa, intermediária e áspera, no movimento de encaixe, por meio da análise de variância de medidas repetidas. Adotou-se para todos os testes nível de significância de 5% de probabilidade para a rejeição da hipótese de normalidade. O resultado do teste de análise de variância de medidas repetidas mostrou que não houve significância para as variáveis estudadas com o recurso apresentado nas três texturas. Porém, os dados da estatística descritiva mostraram que o encaixe do recurso com a textura lisa despendeu um menor tempo para execução da tarefa e, também, determinou um melhor desempenho com relação à trajetória do movimento.

Habilidades expressivas de um grupo de alunos com paralisia cerebral na atividade de jogo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Does bench model fidelity interfere in the acquisition of suture skills by novice medical students?

OBJETIVO: Embora vários modelos de bancada inanimados tenham sido descritos para o treinamento de habilidades de sutura, até o momento, não existe um método ideal para esse ensino e aprendizagem durante a formação médica. O objetivo foi avaliar se a fidelidade dos modelos de bancada interfere na aquisição de habilidades de sutura em estudantes de medicina iniciantes na prática cirúrgica. MÉTODOS: 36 estudantes de medicina sem exposição prévia a habilidades cirúrgicas foram randomizados em três grupos (n = 12): treinamento de suturas baseado em materiais didáticos (controle); treinamento de suturas em modelo de baixa-fidelidade (modelo de bancada de etileno vinil acetato); ou treinamento de suturas em modelo de alta-fidelidade (modelo de bancada de pele de pata de porco). Foram aplicados pré e pós-testes (realização de pontos simples e pontos subdérmicos invertidos em língua de boi). Três ferramentas (Global Rating Scale com avaliação cega, tamanho do efeito e autopercepção da confiança baseada em uma escala de Likert) foram utilizadas para mensurar todas as performances de sutura. RESULTADOS: A análise após o treinamento demonstrou que os estudantes que treinaram nos modelos tiveram um melhor (p < 0.0000) desempenho na avaliação pela Global Rating Scale, quando comparados com o controle, independente da fidelidade do modelo. A magnitude do efeito (treinamento) foi considerada grande (> 0.80) em todas as mensurações. Após o treinamento os alunos sentiram-se mais confiantes (p < 0.0000) para executarem os dois tipos de suturas. CONCLUSÃO: A aquisição de habilidades de suturas no modelo de baixa fidelidade foi semelhante à prática no modelo de alta fidelidade, sendo que a melhora no desempenho dos participantes que treinaram nesses dois modelos foi superior à aprendizagem baseada em materiais didáticos.

Atuação de professores do ensino itinerante face à inclusão de crianças com baixa visão na educação infantil

No momento em que se discute a inclusão de alunos com necessidades educacionais especiais em escolas regulares, faz-se necessário desenvolver trabalhos de pesquisa que se dediquem a analisar as implicações da formação continuada de professores. Neste sentido, estabeleceu-se o objetivo de investigar aspectos relativos às necessidades de duas professoras itinerantes, participantes de um programa de formação. Tal programa, voltado para o acompanhamento de alunos com baixa visão, pretendeu oferecer a essas professoras, sem conhecimentos específicos em deficiência visual, elementos dessa formação, e analisar a natureza das implicações evidenciadas ao longo do processo, do qual foi possível depreender que o desenvolvimento das funções visuais constitui-se em valioso referencial teórico, bem como o fato de estar regularmente na escola, conversar com as professoras, discutir como proceder, avaliar retroativamente os exercícios e ajudar a planejar estratégias com base nas análises feitas foram as principais vantagens de atuar de forma colaborativa.

A participação escolar de alunos com deficiência na percepção de seus

The identification of the level of school participation of disabled students is crucial for monitoring the inclusive educational process. It requires the use of measuring instruments that provide functionality before school specific demands, and that at the same time can motivate the teacher to reflect on his judgment about the performance of students with disabilities. School Function Assessment (SFA) is a tool that helps recognize the special needs of students with disabilities according to parameters of functionality and participation. Thus, this study analyzed the influence of the use of SFA on the teacher's judgment of student participation and performance. Eight teachers responded regarding the participation of nine students with disabilities through the use of the SFA and a questionnaire. The results indicated that, for five teachers, SFA helped with the perception of the student's participation, focusing on the activity demand and brought reflections on: the need of evaluation not just in the classroom, co-relation between the degree of disability and the participation of the student, understanding of the specificities of the performance, importance of the adaptation to neutralize incapacity and the importance of the focus deviation from the disability toward functionality.

Educação a distância e formação continuada do professor

Distance Education has had a significant role in further teacher development. The aim of this study was to collect and analyze data related to distance education for the further teacher development related to the inclusion process of people with disability. One hundred and eighty two students from the Distance Training course from Unesp - Bauru / SP participated in the research, constructing and applying a semi-structured questionnaire. The results indicate that scheduling flexibility and attendance of a great number of students in different geographical areas stand out as positive points of this modality, however, for it to be a success, tutors must be adequately prepared to use new tools in the teaching-learning process. It is essential that the students feel they are being assisted in every moment, contributing to the construction of a virtual community and effecting quality development in distance education.

Performance of children with learning difficulties in fine motor function and handwriting

This study aimed to compare and characterize the fine, sensory and perceptive function performance and handwriting quality between students with learning difficulties and students with good academic performance. Methods: This study comprised 192 students from 2nd to 4th grades, both genders, whose ages ranged from 7 to 11 years old. The students were distributed into: GI, GII, GIII and GIV, comprising 96 students with learning difficulties, and groups GV, GVI, GVII, GVIII comprising 96 students with good academic performance. The students were submitted to evaluation of fine motor, sensorial and perception functions and handwriting evaluation under dictation. Results: The results showed that the students with learning difficulties, from 1st to 3rd grade, had lower performance on tests of fine motor, sensory and perceptive function, when compared to the students with good academic performance in the same grade; the students from 4th grade, both groups, did not show changes on fine motor, sensory and perceptive function; and only the students of GII showed dysgraphia. Conclusions: the results presented in this study suggest that the qualitative aspects of fine motor, sensory and perceptive skills reflect the integrity and maturity of central nervous system and can probably play an important role in early diagnosis of development disorders and consequently prevent academic disorders such as handwriting performance.

Softwares educativos para alunos com deficiência intelectual: Estratégias utilizadas

The computer is present in everyday school life and using it with educational software must be mediated and planned in order for this resource to contribute to student learning, including those with intellectual disabilities (ID). Therefore, the aim was to propose specific computer activities for students with ID using educational software, and to quantify and analyze the technical and pedagogical strategies used. The participants were six students with ID enrolled in two public schools. To collect information we used observation protocols and a field journal. Data were analyzed quantitatively and qualitatively, based on the concepts of mediation and the zone of proximal development of cultural-historical theory. The results indicated that when the content developed in the computer classes were compatible with the proposed activities in the classroom, students with ID had opportunities to experience different activities that enable them to be successful. We noted that what enabled them to understand and correctly perform the proposed activities were the teaching strategies. Thus, we consider that technical knowledge about educational software and pedagogical knowledge about content that is being worked on, are insufficient to ensure that the proposed activity will contribute to the development of students with ID.