Audiodescrição: um recurso de acessibilidade na televisão digital

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Significados e sentidos da deficiência adquirida em policiais militares

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

Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor

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

Formação do professor de educação física para inclusão de alunos com deficiência

The paper aims to describe the steps undertaken in the development of a training program to prepare the physical education teacher to meet the demand of inclusion of students with disabilities. Seventeen physical education teachers who worked in public schools, from 1st to 5th grade, participated in the first step. The Data were collected through focus group. The analysis was performed in categories. Two teachers participated in Stage 2, which consists of 28 classes that there was a student with disabilities enrolled. The reports focus group identified eight different subcategories of difficulties: 1 ) Training , 2) Administrative-school issue ; 3 ) Student ; 4 ) Diagnosis ; 5 ) Family ; 6 ) Teaching resource ; 7 ) Strategies ; 8 ) Physical Education. The filming analysis enabled to identify difficulties and success situations of each teacher. The identification of the difficulties pointed out ways to prepare Physical Education teachers, and based on such difficulties actionsand contents that include a training program may be stipulated.

Ocorrência de artigos em periódicos científicos a respeito da formação continuada de professores de educação infantil para a atuação com crianças com deficiência

The professional development of teachers to work with children with disabilities is a recurring theme in the literature, as it is one of the keys to effective educational inclusion. However, studies carried out so far have mainly focused on training elementary school teachers. Given this context, this study sought to investigate: the occurrence of articles whose main objective is professional development for teachers of early childhood education to work with children with disabilities; and the methodology used in the professional development programs assessed by those papers. Articles published from 1990 to 2012, in the following journals, were analyzed: Educação e Pesquisa (USP), Revista Psicologia Escolar e Educacional, Pro-Posições (Unicamp), Revista Brasileira de Educação Especial e Revista Educação Especial (UFSM). After selecting the journals, the titles of all articles published within the period considered were read. Articles deemed relevant articles were read in full, and analyzed, according to the purposes of this research. The results indicated that within the period considered, and based on the journals chosen for investigation, there were no specific articles on the subject directly, although there have been articles that touch on the issue. This literature review emphasizes the importance of expanding research on the subject, in order to widen knowledge in the area, especially knowledge aimed at contributing to early childhood education and the professional development of its teachers.

A educação de jovens e adultos: desafios de uma proposta de educação inclusiva: perfil do aluno

The inclusion of students with disabilities in youth and adult education is still new and there is little literature on the issue, which makes it both nationally relevant, and timely in the context of the construction of inclusive schools for all. The present study aimed to characterize the profile of the student of Youth and Adult Education in a medium size city of São Paulo, between the years 2011 and 2013. For the study documentary analysis was carried out using the Student Registration System of the State of São Paulo (PRODESP) for the study. A roadmap for the characterization of students was used, as a research instrument. It was possible to obtain data regarding the total enrolment per year, number of students with disabilities, types of disabilities, gender and age. Youth and Adult Education’s search for people with disabilities is increasing and accordingly, we observe that the target audience of YAE today has changed, including people with disabilities, indicating the need to consider development of teaching practices in line with the needs and demands of new YAE students.

Uso de sistemas de comunicação suplementar e alternativa na Educação Infantil: percepção do professor

Augmentative and Alternative Communication Resources have proven to be helpful in the insertion of students with disabilities and complex communication needs into a variety of pedagogical activities and expand the skills and competencies of the teacher in the teaching-learning. The objective of this research was to identify the perception of teachers regarding the use of augmentative and alternative communication during an intervention program in Preschool. Participants were a special class of Preschool students with disabilities and severe communication complexity, along with their teacher and the researcher. For the development of this research, a Alternative Communication Program was applied. The teacher was provided with systematic guidance concerning language and communication. In a collaborative process, three children’s songs were selected according to the teacher’s pedagogical planning and adapted resources through Augmentative and Alternative Communication Systems. During the intervention program, assisted evaluations also took place immediately after the activities with the music. The data were collected in audio recordings. For data analysis, content analysis was carried out resulting in the outlining of themes and subthemes. Results indicated that the teacher identified that Augmentative and Alternative Communication Systems can to facilitate expression abilities of students with disabilities; that Augmentative and Alternative Communication Systems can be used by children in Preschool; and that resources adapted through augmentative and alternative communication systems should be in accordance with the specificities of students.

Elaboração de questionário para aferir concepções sobre inclusão de aluno com deficiência em aulas de educação física

The natural elapse of physical education classes does not seem to be so tranquil when the teacher is faced with students with and without disabilities in the same class. This way it is appropriate to disclose how the teacher understands the practice by itself, before the educational inclusion of the students with disabilities. It was developed a questionnaire to gauge conceptions on the inclusion of students with disabilities in physical education, through six steps: 1) performance of a semi-structured interview, 2) preparation of the first version of the questionnaire, 3) assessment of the utterances by judges and 4) writing of the second version; 5) a test to assess the clearness, and the understanding of the utterances; 6) the preparation of the third version of the questionnaire.

Avaliação de competências profissionais de aprendizes com deficiência

Professional competence can be one of the paths for the insertion of the disabled students in the labor market. This study evaluated the development of skills from the perspective of five learners with disabilities, their tutors and teachers. The survey was conducted in a non-governmental organization that had a range of 32 skills to be taught. The assessment revealed that some of the skills improve with provided training, others remained at the same level and only one decreases its score. It is possible to conclude that the learning program contributed to the development of the skills, which may mean the inclusion of young people in the labor market.

Formação continuada de professores na educação inclusiva: a motivação em questão

Since 1990, in Brazil, the paradigm of inclusive education has influenced public policies and educational systems. Continuing education courses for teachers are spreading with the intention of preparing them to face the challenge of working with students with disabilities. But what factor has motivated teachers to participate in these courses? This study sought to answer this question by identifying and mapping the aspects that led to 105 regular education teachers from municipal schools in São Paulo to participate during the year 2010/2011, the third edition of the specialization course called "Teacher Education in Special Education." Data was collected through a questionnaire applied to teachers who attend the course. The results revealed that motivation is intrinsically related to the characteristics of the teachers’ age and where they stand in the cycle of teaching career, as well as aspects related to professional activities. Moreover, from this research were pointed reflections on the importance of training teachers for the improvement of the educational system in order to effectively meet the principles of inclusive education, as suggested by the legislation in our country.

Avaliação das Habilidades Motoras de Alunos com Paralisia Cerebral: Uso do ASPA-PC

Due to motor limitations of students with cerebral palsy, in many cases, there is the need to adapt pedagogical resources or indicate among available materials which is more accessible according to their Motor Skills to plan teaching strategies. It is known, however, that for these procedures you must perform an assessment not only able to identify their difficulties in relation to the motor act, but their skills related to resource access and what is expected with the handling. However, it is not so easy to evaluate specific characteristics of each student, since the literature has considered that teachers, even those with training in special education, have had difficulty not only in assessing students with disabilities, but also to consider data assessment to plan an effective intervention in teaching these students. Thus, the aim of this study was to evaluate the motor skills of five students with cerebral palsy using the instrument called ASPA-PC. The results indicated that the use of ASPA-PC enabled the identification of motor skills in relation to access to the materials specifically to each student and therefore was possible : 1) adapting teaching resource; 2) contraindicate the use of a particular feature due to difficulties physical and the energy expenditure of the student performing the movement and 3) indicate more accessible materials to the student, taking into account its design. Furthermore, the evaluation result corroborated to develop teaching strategies for each student according to their characteristics.

Mobiliários adaptados para pessoas com paralisia cerebral: um levantamento das teses e dissertações produzidas no Brasil

The Assistive Technology makes the lives of people without disabilities more practical, but for people with disabilities it can make things possible. For these individuals can provide the conditions, making their limitations are not obstacles to their social and personal empowerment, and may contribute to their effective participation in tasks that were previously impossible, such as remaining seated correctly. A segment on which the necessary assistive technology works, is the adaptation of furniture such as chairs, tables, chairs-to-wheels for individuals with disabilities, as well as cerebral palsy. The study aimed to conduct a survey and brief description of theses and dissertations produced in Brazil on furniture adapted for students with cerebral palsy. We made searching in databases of libraries of major universities and federal state national banks, theses and dissertations. Nine studies were selected for description. It was concluded that there is a considerable array of professionals, both in engineering as the field of rehabilitation, to contribute in the adaptation, creation and even the manufacture of furniture for children with cerebral palsy and that the securities most studied are the chairs and their components.

Formação do professor para o uso de tecnologia assistiva

The specialized teachers' training to work in multifunctional resource classrooms still has to reach a satisfactory level. These teachers are expected to keep a set of resources and devices used to teach a wide range of students with different disabilities. That fact leads to reflection by the academic community. Thus what specific content should such training address? This paper aims to analyze the set of resources and equipment in a classroom and infer the teaching knowledge underlying their use. The analysis was conducted by classifying 63 resources and equipment items, which led to three categories: 1) set of materials that do not require academic knowledge; 2) set of materials that require academic knowledge related to any training course for teachers; 3) set of materials that require specific academic knowledge on working with students with disabilities. It concluded that around 36% of the resources do not require academic knowledge to be used; 35% of these resources and equipment require some academic knowledge to be properly handled, and around 29% of these resources and equipment require specific academic knowledge of their content. For instance, a specific training of those resources is necessary for acting with students with severe communication disorders, multiple disabilities and visual impairment or deafness.

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

Pós-graduação em Educação Escolar - FCLAR

A atividade da dança como possibilidade de inclusão social e desenvolvimento da função psicológica superior memória em crianças com Síndrome de Down

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