Inclusão escolar do aluno com deficiência física: contribuições da Terapia Ocupacional

The inclusive school consists of a school that thoroughly attends the diversity and, therefore, students with special educational needs, including the ones with physical dysfunction. The objective of this study was to identify the difficulties of a teacher in the process of school inclusion of the student with physical dysfunction in order to adapt learning resources, having adequate school furniture and to guide the teacher in specific situations. A teacher of early childhood education participated in this study. For data collection two half-structuralized interviews were used. The first obtained information concerning the teacher’s difficulties due to the motor aspects of the student with difficulty to access the curriculum. The second interview gathered information about the teacher’s perception of the partnership between the occupational therapist and the teacher in the perspective of the inclusive education. The data analysis of the first interview and the student case-study allowed elaborating occupational therapy strategies to minimize these difficulties.After elaborating the strategies, a second interview was performed. The data of this interview showed that based on the analysis and adequacy of the interaction between a person’s functional demands, the task and the environment, make it possible for the student to overcome satisfactorily the inherent challenges of the educational context, and detached the importance of the partnership of the teacher and occupational therapist in the whole process. It concludes that the pupil incapacity would not have manifested if there was an adequate environment to receive him.

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.

Aprender em Piaget: o significado da inclusão a partir das possibilidades de desenvolvimento e aprendizagem de nossos alunos

This article proposes a reflection on the relevance of Piaget’s work when it comes to inclusion. It presents the basic concepts of development and learning in the constructivist perspective. It also reflects upon the currently emphasized conceptual and practical aspects of school inclusion, which were already anticipated by Piaget.

Alunos com surdez e o processo de inclusão: uma análise de discursos sobre sobre Língua de Sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Atitudes sociais em relação à inclusão: estudos brasileiros

An important component of the Inclusive Education can be the social attitudes toward inclusion presented by teachers, students and other members of the school community. The aim of this paper is to systematize main fidings of some Brazilian studies concerning that theme. The results of studies in which the Likert Scale of Social Attitudes toward Inclusion was used are summarized. Twelve studies were analyzed, examining the relationship between the social attitudes toward inclusion and some subjects characteristics, highlighting the chronological age, formation area, educational experience and previous experience with people with deficiency. The results were not able to demonstrate in a conclusive way the nature of the relationship between each of these variables and the social attitudes toward inclusion. These seem to be affected by a group of complexly related variables of the subjects and of the target of social attitudes.

Conversando a gente se entende - narrativas autobiográficas de idosos atendidos no laboratório de reabilitação do equilíbrio corporal e inclusão social

Autobiographical storytelling workshops were created with the purpose of providing elderly patients at the Rehabilitation Laboratory for Body Balance and Social Inclusion the opportunity to talk about themselves and reinterpret their own life experiences as a means of support for their treatment process.

Atitudes sociais de professoras de um município de médio porte do Paraná em relação à inclusão

The social attitudes of teachers are considered highly relevant variables in the process of construction of school inclusion. The aim of the study was to describe the elementary school teachers’ social attitudes towards the inclusion and to identify the variables related to them. The sample consisted of 172 female teachers with ages ranging from 18 to 57, mean age of 37 and standard deviation of 7,9 years of age. A questionnaire was used to describe the participants. A Likert Scale of social attitudes towards inclusion was used. The results show that the chronological age, the level of basic training, the area of specialization, and the time of teaching experience have no significant effect on the social attitudes. The teachers with experience in teaching disabled students were more favorable towards the inclusion than those without such experience. It was concluded that the social attitudes towards inclusion may be complexly determined by different variables, demanding further studies for its enlightenment.

Incríveis legados da 'reforma universitária' de 1968

This article examines aspects of policies for higher education during the Brazilian civil-military dictatorship (1964-1985) and some of its legacies that persist in the decades of 1990 and 2000. The text was divided into two parts: the first one analyses the "university reform" of 1968 and its historical context; the second discusses how some features configure certain trend in policies for higher education, with traces maintained until today. Finally, this amazing continuity is evaluated through four axes of analysis – 1) Fragmentation of education and different access to the levels and stages of teaching; 2) Deformation of the inseparability of teaching, research and extension; 3) Privatization as official policy for higher education; 4) Authoritarianism and systematic repression in institutions of higher education – and it is supported the need to resist and be opposed to the dominant project of policy for higher education in Brazil.

Estratégias pedagógicas e inclusão escolar: um estudo sobre a formação continuada em serviço de professores a partir do trabalho colaborativo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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)

A metacognição de usuários no processo de busca da informação em catálogo coletivo de biblioteca universitária

It was observed the metacognitive trajectory of three users from a public university library the state of Sao Paulo to identify the metacognitive strategies that were used during the process of searching for information in a online collective catalog. Its configuration was based on participants' oral reports obtained by the technique of individual verbal protocol to provide an actual configuration of the task ans a closer examination of its natural recovery of information systems. The data collection sessions were recorded, and the recorded data were transcribed and categorized into four units of analyses: 1- expertise, 2-regulation, 3-assessment of knowledge itself and 4- organization of cognitive process. The results showed that knowledge of meta-cognitive strategies affects the quality of the results obtained in the process of searching for information and interferes in the way it implements retrieval on-line catalog, a fact the emphasizes the need for studies to move forward on issues meta-cognition of users of information.

Um caminho para a edição universitária: o Programa de Publicações Digitais da UNESP

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

Política de inclusão nas escolas da rede municipal de Rio Claro/SP

A Política Educacional de Inclusão constituiu-se no objeto de investigação, tendo como recorte histórico os marcos legais e as ações desencadeadas pelo poder público, que visavam garantir aos portadores de necessidades especais o direito constitucional à educação, a partir dos anos 1990. A Constituição Federal de 1988 assevera o atendimento educacional especializado aos portadores de deficiência, preferencialmente na rede regular de ensino (art. 208, III) e, posteriormente, a LDBEN 9.394/96, por meio do art. 3o, inciso I e do art. 4 o inciso III e do CAPÍTULO V Da Educação Especial (com três artigos) ratificou e disciplinou os dispositivos constitucionais. Além desses documentos basilares, foram editadas outras medidas legais com o objetivo de disciplinar a questão, além de programas e ações propostas pela Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão (SECADI), que substituiu, a partir de 2004, a Secretaria de Educação Especial (SEESP). Os sistemas de ensino, em âmbito estadual e municipal, também procuraram disciplinar a questão da inclusão na rede regular de ensino dos portadores de necessidades educacionais especiais. Partindo dessa constatação inicial, uma questão passou a nortear o trabalho: quais as medidas, ações e programas desencadeados pelo poder público municipal para o cumprimento dos preceitos expressos na CF/88, na LDBEN 9.394/96 e na legislação correlata? O objetivo geral desta pesquisa foi analisar as atuais políticas públicas de inclusão dos alunos com necessidades especiais na rede regular de ensino, verificando junto ao sistema municipal de educação de Rio Claro/SP quais medidas, ações e programas que foram desencadeados a partir da década de 1990. Tratou-se de uma pesquisa de cunho qualitativo, realizada por meio de revisão bibliográfica, análise documental e entrevista semiestruturada... (Resumo completo, clicar acesso eletrônico abaixo)

Modelo de Lotka-Volterra com inclusão de termos perturbativos e capacitivos

Our purpose is to show the effects in the predator-prey trajectories due to parameter temporal perturbations and/or inclusion of capacitive terms in the Lotka Volterra Model. An introduction to the Lotka Volterra Model (chapter 2) required a brief review of nonlinear differential equations and stability analysis (chapter 1) , for a better understanding of our work. In the following chapters we display in sequence our results and discussion for the randomic pertubation case (chapter 3); periodic perturbation (chapter 4) and inclusion of capacitive terms (chapter 5). Finally (chapter 6) we synthesize our result