O atendimento educacional especializado no processo de inclusão escolar, na rede municipal de ensino de Mossoró/RN

This dissertation aims to analyze the specialized educational services(AEE, Portuguese) implemented in four municipal schools of Mossoró/RN, with attention to the process of collaboration between regular classroom teachers and multifunctional resource classroom teachers. We use as theoretical reference the works of Vygotsky and others authors that write about education and collaboration. To accomplish the research we chose a qualitative approach, using as a methodological resources: study of cases, bibliographical, documental and field research. For the field research we make observations in regular and multifunctional classrooms. We produce group intervieus with regular and multifunctional teachers. From the analysis performed we identify that the concepts and the practices of teachers in regular classrooms changes, with integrationist predominance. The AEE s teachers had more inclusive conceptions and greater investment in continuing education than the regular classroom teachers. The practices of regular classroom teachers are more traditional, what makes the learning process more difficult for the students, even more for the students with disabilities and pervasive developmental disorders. Teachers of AEE was more interactive and creative, however, the attention to the students was more individual. In three of the four schools surveyed stand out the efforts of the teachers of specialist classroom to collaborate with regular school teachers, by notes, e-mails, phone calls and resource sharing. In one of the four was noted a good collaborative interactive between the AEE teachers and the regular school teachers. The school with the worst improvement was that in which the actions of the teachers of the AEE were limited to actions in multifunctional resource classroom. The resistance to these professionals was identified in the statements of the regular classroom teachers. Another issue raised was the lack of time for teachers to conduct AEE actions that contribute to the process of school students, because their working hours is restricted to the opposite turn in school. Transport difficulties for the students to attend the resource classroom multifunctional and the lack of dialogue with the health sector was challenges for the four schools. The families were with a practically constant interest to interact with the AEE teachers in the four schools. Thus, we believe that the presence of AEE school can make contributions to the educational process, however, it is necessary more attention to the collaborative process between teachers and the school community

MOMO syndrome associated with autism: a case report

This is a case report of macrosomia, obesity, macrocephaly and ocular abnormalities (MOMO syndrome) associated with autism. Studies on genetic or environmental syndromes associated with autism can provide genetic markers or uncover relevant events, and are very important for the definition of autism subgroups in future molecular research.

Terapia de linguagem de irmãos com transtornos invasivos do desenvolvimento: estudo longitudinal

O objetivo deste trabalho foi descrever o processo de intervenção fonoaudiológica de dois irmãos com transtornos invasivos do desenvolvimento, por meio de um estudo longitudinal de caso clínico. Participaram dois irmãos, um de nove e outro de 11 anos de idade, ambos do gênero masculino, com autismo (Caso 1) e transtorno invasivo do desenvolvimento sem outra especificação (Caso 2). Como procedimento de coleta e análise de dados foi realizado um estudo longitudinal, por meio de acompanhamento dos casos ao longo de quatro anos de intervenção fonoaudiológica. Foram realizadas filmagens durante as sessões de terapia, análise documental de informações dos prontuários referentes à anamnese, avaliação e relatórios terapêuticos fonoaudiológicos, exames e avaliações multidisciplinares. em ambos os casos houve melhora no contato visual, na interação social, no vocabulário e na brincadeira simbólica. No Caso 1 ocorreu aumento de 2,0 para 6,2 atos comunicativos por minuto, no Caso 2 de 3,5 para 8,0 atos e ambos demonstraram predominância do meio verbal e maior variedade de funções comunicativas. Outros fatores influenciaram estes resultados, como a deficiência intelectual, a dinâmica familiar, os conflitos no relacionamento entre os irmãos e o ambiente escolar em que estavam inseridos. Confirmou-se a relevância do fonoaudiólogo em intervenções nos transtornos invasivos do desenvolvimento, junto a equipes multidisciplinares, para a discussão diagnóstica e de condutas mais adequadas. Estudos longitudinais podem contribuir para uma análise mais detalhada e fidedigna de intervenções terapêuticas nesses casos, para esclarecer lacunas existentes na literatura e subsidiar a atuação do fonoaudiólogo clínico.

Relevância da genética na etiologia do autismo

Autism constitutes one of the most important pathologies of the pervasive developmental disorders (PDDs). It has early age-onset and is characterized by delay and deviance of social, communicative and cognitive development. Today, the presence of genetic factors in its etiology is well known, with familial recurrence of autism and other psychiatric conditions. Autism does not have usual Mendelian inheritence and presents genetic heterogeneity. Strong association has been found between autism and the fragile X syndrome (FMR-1 gene) and with tuberous sclerosis (Bourneville's syndrome). However, many different chromosomal abnormalities were recently described in autistic patients, mainly of chromosome 7 and 15. There are some genes on 15q11-q13 whose products have expression in the central nervous system, mainly synapses, which are subunits of neurotransmitters or ion channels (UBE3A, GABRA5, GABRB3, GABRG3, CHRNA7 e ITO). Some regions of chromosome 7 also have important developmental genes, as EN-2 and HOXA, which act on central nervous system formation. There seems then to exist genes associated with autism etiology on chromosomes 7,15 and X. The detailed study of these chromosomes can produce knowledgment about the biological mechanisms involved in this disturbance.

Fluorescência da clorofila-a e variação da simetria como ferramentas de investigação de plantas sob estresse

Environmental disturbances in various systems and individuals can result in a tendency for fluctuating asymmetry, which consists of a non-directional deviation from symmetry of a bilateral structure in a normally distributed population. Individuals unable to exhibit plastic responses to developmental disorders that occur at random, either genetic or environmental, may exhibit slight deviations from symmetry in organs with bilateral structure such as leaves. Thus analyzing plants by the morphological pattern of symmetry of the leaves has become an effective tool to describe the developmental of plants under stress conditions. This study aimed to analyze if the pattern of symmetry can be used as a tool to investigate the stress level to which a plant is subjected, using ultraviolet-C radiation (UV-C) as source of stress. We determined the leaf symmetry deviations (sd), the average length (AL) and the maximum width of the lamina (MWL) and the fluorescence parameters of chlorophyll-a in leaves of young plants of G. max subjected to 0, 30, 60, 120 or 240 minutes per week of UV-C during four weeks, submitting the values to ANOVA and Tukey test (p <0.05). The results showed significant reductions in AL and MWL, significant increase in sd in leaves irradiated and a drop in potential quantum yield of photosystem II (PSII) and in the photosynthesis performance index (IP). The analysis of leaf symmetry showed high correlation with the stress level to which plants were submitted, being an important analysis to ascertain the fitness of the plant because it is a noninvasive method and easy to perform.

Retention and processing methods of nasal prosthesis

Patients with congenital malformations, traumatic or pathological mutilation and maxillofacial developmental disorders can be restored aesthetically and emotionally by the production and use of facial prostheses. The aim of this study was to review the literature about the retention and processing methods of facial prostheses, and discuss their characteristics. A literature review on Medline (PubMed) database was performed by using the keywords maxillofacial prosthesis, silicone, resin, pigment, cosmetic, prosthetic nose, based on articles published from 1956 to 2010. Several methods of retention, from adhesives to the placement of implants, and different processing methods such as laser, CAD/CAM and rapid prototyping technologies have been reported. There are advantages and disadvantages of each procedure, and none can be classified as better compared to others.

A síndrome de Williams-Beuren: contribuições à avaliação clínica e genômica

Pós-graduação em Ciências Biológicas (Genética) - IBB

O professor da Educação Especial e o processo de ensino-aprendizagem de alunos com autismo

This paper has as subject autism, and sought to verify how the process of teaching and learning of students with autism occurs in a special education school. The Infantile Autism is today sorted as one of the “Global Developmental Disorders (PDD)” and is characterized by a severe and global impairment in several areas of development, such as reciprocal social interaction skills, communication skills and presence of stereotypic behavior, interests and activities. This study aimed to identify the teaching methodology used with adolescents with autism in special education and see in what ways this methodology assists in the teaching and learning of these students. To this end, participated in this study a teacher, expert in this issue, and three students with autism in a Special Education School located within the State of São Paulo. For data collection, 19 observations of activities performed by students with autism in the classroom were conducted and a semi-structured interview with the specialized teacher was applied. The results revealed that the teacher mentioned above does not use any specific teaching methodology to assist in the teaching and learning of these students, although there are some specific methodologies for individuals with autism, which are used in special education schools. Thus, there is a gap in the teaching process on the part of the teacher and an uncertainty about the learning process of these students with autism in this institution.

Early influence of auditory stimuli on upper-limb movements in young human infants: an overview

Given that the auditory system is rather well developed at the end of the third trimester of pregnancy, it is likely that couplings between acoustics and motor activity can be integrated as early as at the beginning of postnatal life. The aim of the present mini-review was to summarize and discuss studies on early auditory-motor integration, focusing particularly on upper-limb movements (one of the most crucial means to interact with the environment) in association with auditory stimuli, to develop further understanding of their significance with regard to early infant development. Many studies have investigated the relationship between various infant behaviors (e.g., sucking, visual fixation, head turning) and auditory stimuli, and established that human infants can be observed displaying couplings between action and environmental sensory stimulation already from just after birth, clearly indicating a propensity for intentional behavior. Surprisingly few studies, however, have investigated the associations between upper-limb movements and different auditory stimuli in newborns and young infants, infants born at risk for developmental disorders/delays in particular. Findings from studies of early auditory-motor interaction support that the developing integration of sensory and motor systems is a fundamental part of the process guiding the development of goal-directed action in infancy, of great importance for continued motor, perceptual, and cognitive development. At-risk infants (e.g., those born preterm) may display increasing central auditory processing disorders, negatively affecting early sensorymotor integration, and resulting in long-term consequences on gesturing, language development, and social communication. Consequently, there is a need for more studies on such implications.

Efeitos da comunicação alternativa na interação professor-aluno com paralisia cerebral não-falante

Speech has been regarded as a social communicative modality required for building relationships in different contexts and cultures. Nevertheless, this is not always a readily available resource, especially for those who have developmental disorders. In this sense, Augmentative and Alternative Communication resources and strategies have been used by nonspeaking students with disabilities as useful tools to achieve greater social participation in different environments. Therefore, the present study examined the interaction between teachers and a student with cerebral palsy before and after the use of Alternative Communication strategies in the classroom. The study had a quantitative and qualitative nature and was designed as an intervention study. There were four main stages: 1) filming before the introduction of the resources in the classroom, 2) training the school teachers 3) providing technical assistance regarding the use of alternative communication to the child's teacher 4) filming teacher-student interactions using these technological resources. The interactions were transcribed and grouped into links. In this research, a link means the initiator's behavior directed to the exchange partner and the response in sequence from the interlocutor back to the initiator. It was found that the established interactions presented a maximum of four links, with greater frequency for episodes of 1st and 2nd links. After the intervention, there were different contexts with the presence of interactions up to the 6th link, often greater frequency for episodes of 1st, 2nd and 3rd links. In addition, the teacher showed a tendency to use symbols only as a tool for evaluating and teaching concepts. This perception changed as the teacher became familiarized with the Augmentative and Alternative Communication technology resources.

Professores que ensinam matemática e a inclusão escolar: algumas apreensões

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)