Atitudes sociais em rela����o �� 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.

Novo Centro de Estudos da Educação e da Sa��de (CEES)

A proposta do novo projeto arquitet��nico para o Centro de Estudos da Educação e da Sa��de pertencente �� Faculdade de Filosofia e Ci��ncias ��� UNESP Campus de Mar��lia, visa, de forma geral, atuar como um estabelecimento de apoio para a cidade de Mar��lia e demais cidades da regi��o nas quest��es relativas ao diagn��stico e �� reabilita����o f��sica, mental, motora e fonoaudiol��gica, atrav��s dos est��gios supervisionados dos cursos de Fisioterapia, Fonoaudiologia e Terapia Ocupacional da institui����o. Dessa forma, atrav��s de uma arquitetura humanizada voltada e pensada no ser humano, a unidade auxiliar contribui para a inclusão social dos indiv��duos portadores de defici��ncia ou com restri����o �� mobilidade atrav��s do restabelecimento e/ou melhora de suas capacidades, desenvolvendo uma sociedade inclusiva e uma vida saud��vel, al��m de proporcionar um ambiente eficiente e fundamental no processo de ensino superior

Organiza����o e funcionamento do atendimento educacional especializado na educação infantil: estudo de caso

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Forma����o de professores de educação f��sica para inclusão educacional usando tecnologia assistiva

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Forma����o continuada do professor de educação f��sica em tecnologia assistiva visando a inclusão

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Considera����es 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 S��o Paulo (Brazil). About the participants, three were attended the Term I: (1�� and 2�� series), three the Term II (3�� e 4�� series) and three the Term III: (5�� 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.

Contribui����es dos estudos de perfil dos graduandos: o caso dos cursos de licenciatura e bacharelado em Qu��mica da UNESP/Araraquara

This paper focuses on the profile of students of bachelor and teacher training degree in Chemistry and UNESP/Araraquara. Statistical and comparatives analyzes were performed with a large amount of quantitative data on those who registered and passed the entrance examinations of these courses. This information was interpreted based on the concepts of economic and cultural capital developed by Pierre Bourdieu. The first analysis concerned the approval in entrance exams and brings important conclusions regarding the aspects that favor entering university: confirmation of "preparation courses effect"; major weight of cultural capital in relation to economic capital; and observation of the phenomenon of self-selection in relation to the bachelor's under graduation course. The second analysis points to important differences in the profile of a group of students that could be considered homogeneous due to the choice of chemistry course. In addition to bringing new information on the profile of students of chemistry, our analysis has the merit of translating and quantitatively reveals ideas conveyed in common sense about passing the entrance exam.

Inform��tica na Educação de jovens e adultos: An��lise de um Programa de Interven����o a favor da inclusão social e digital

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Educação inclusiva: concep����es de professores de ci��ncias com rela����o �� inclusão de alunos com defici��ncia visual em aulas de astronomia

Despite of intense discussion over recent decades about the inclusion of disabled people and the influence of conception of teachers about that inclusion for the effectuation of it, this work sought to identify conceptions of science teachers regarding the inclusion of students with visual impairment in the classes of astronomy providing basis for future studies.

Do improviso ��s possibilidades de ensino: estudo de caso de uma professora de matem��tica no contexto da inclusão de estudantes cegos

P��s-gradua����o em Educação Matem��tica - IGCE

Processo educacional de crian��as com Transtorno do Espectro Autista na Educação Infantil: interconex��es entre contextos

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Acessibilidade espacial e inclusão em escolas municipais de educação infantil

P��s-gradua����o em Arquitetura e Urbanismo - FAAC

A equoterapia como auxiliar no processo de inclusão do aluno com defici��ncia visual: estudo de caso

This study examines the hippotherapy related to school inclusion. Inclusive education, given the diversity of human kind, seeks to understand and meet the educational needs of all students. Visual impairment is defined as a reduction or complete loss of ability to see with the better eye and after the best possible optical correction, and may be perceived by the focus when the individual educational needs of Braille for their learning. Hippotherapy is a therapeutic and educational method that uses the horse in an interdisciplinary approach in health, education and riding, searching for the biopsychosocial development of people with disabilities and/or special needs. The general objectives were: to follow a Hippotherapy program applied to a student with visual disabilities included in regular education from the practice sessions of hippotherapy and the student's school routine, and specific: to verify changes to a student with visual impairment during their participation in an equine therapy program, to check the commitment, involvement and interest in school activities the student practicing hippotherapy inserted into the regular school system. The methodology was a qualitative research, in the form of case study. The instruments of data collection were interviews, video recordings, photographs, school information and the subject of systematic observations of the sessions of hippotherapy. Interviews were conducted at three different times during the course of the program. First we used a strategy for succeeding in increasing the involvement of practicing with the school. Later, another strategy was established, consisting of the effective presence of the researcher in the school to carry out activities on the hippotherapy within the school environment. The analysis of the first interview showed no changes in school interest, however, occurred in the family environment. In analyzing the results of the second interview was seen as a...

A equoterapia como auxiliar no processo de inclusão do aluno com defici��ncia visual: estudo de caso

This study examines the hippotherapy related to school inclusion. Inclusive education, given the diversity of human kind, seeks to understand and meet the educational needs of all students. Visual impairment is defined as a reduction or complete loss of ability to see with the better eye and after the best possible optical correction, and may be perceived by the focus when the individual educational needs of Braille for their learning. Hippotherapy is a therapeutic and educational method that uses the horse in an interdisciplinary approach in health, education and riding, searching for the biopsychosocial development of people with disabilities and/or special needs. The general objectives were: to follow a Hippotherapy program applied to a student with visual disabilities included in regular education from the practice sessions of hippotherapy and the student's school routine, and specific: to verify changes to a student with visual impairment during their participation in an equine therapy program, to check the commitment, involvement and interest in school activities the student practicing hippotherapy inserted into the regular school system. The methodology was a qualitative research, in the form of case study. The instruments of data collection were interviews, video recordings, photographs, school information and the subject of systematic observations of the sessions of hippotherapy. Interviews were conducted at three different times during the course of the program. First we used a strategy for succeeding in increasing the involvement of practicing with the school. Later, another strategy was established, consisting of the effective presence of the researcher in the school to carry out activities on the hippotherapy within the school environment. The analysis of the first interview showed no changes in school interest, however, occurred in the family environment. In analyzing the results of the second interview was seen as a...

AVALIA����O INSTITUCIONAL NA EDUCA����O B��SICA: UMA AN��LISE DA PR��TICA DA EDUCA����O ADVENTISTA

O tema desta disserta����o �� a Avalia����o Institucional da Educação B��sica. Para tal, faz-se a an��lise do processo de avalia����o, com ��nfase no instrumento utilizado pelas Escolas Adventistas de n��vel b��sico do estado de S��o Paulo, considerando que a educação adventista se tornou uma parte consistente dentro da estrutura da Igreja Adventista do S��timo Dia. Procurou-se, neste trabalho, como objetivo geral, compreender como se configura a pr��tica da avalia����o institucional das escolas da Rede Adventista de Educação. O m��todo da investiga����o incluiu an��lise bibliogr��fica dos principais te��ricos da ��rea de pol��ticas p��blicas e do sistema privado bem como da avalia����o institucional, seguido de exame documental do instrumento utilizado no processo de avalia����o institucional. O estudo resgata a contextualiza����o hist��rica do desenvolvimento da escola privada, destacando aspectos relevantes de sua rela����o com o Estado. Tamb��m apresenta brevemente a hist��ria da Igreja Adventista do S��timo Dia (IASD) nos Estados Unidos (EUA) e no Brasil, de modo a situar o surgimento do sistema educacional adventista, bem como a sua filosofia de ensino, buscando conhecer as origens desse grupo religioso que h�� mais de um s��culo atua no cen��rio educacional brasileiro. Em seguida, aborda aspectos da Avalia����o Institucional. Finalmente, apresenta-se uma s��ntese do processo e uma descri����o anal��tica do instrumento de avalia����o institucional das escolas de n��vel b��sico da Educação Adventista. Na conclus��o do trabalho, n��o se encontraram ind��cios de que o conceito adventista de avalia����o educacional seja diferente do das abordagens tradicionais. Entretanto, na concep����o adventista de avalia����o, existe mais fortemente a preocupa����o de se manter um processo de avalia����o cont��nuo e sistem��tico.