Célio Da Silveira Júnior, Juarez Melgaço Valadares, Reginaldo Silva Guimarães
There are a number of needs to be met for an effective school inclusion of deaf people, especially with regard to life and nature sciences. One of them concerns the construction and development of appropriate methodological strategies for teaching deaf students. To get an overview of recent productions involving teaching science to deaf students, this work aimed to map the publications made in the last 5 years in some of the important journals in the area of teaching and/or education in life and nature sciences. The results pointed to the low number of publications dealing with science teaching for deaf students. Two hypotheses are suggested for discussion of this context. One of them would be that these works have been published in significant quantities and qualities under other formats or in other journals. Another hypothesis, more worrisome, is that these works have not really been developed and published, despite the importance that they would have for the school inclusion of deaf people in relation to science education.
{"title":"O ensino de ciências da vida e da natureza aos surdos: o que dizem importantes periódicos da área a respeito?","authors":"Célio Da Silveira Júnior, Juarez Melgaço Valadares, Reginaldo Silva Guimarães","doi":"10.5902/1984686X43701","DOIUrl":"https://doi.org/10.5902/1984686X43701","url":null,"abstract":"There are a number of needs to be met for an effective school inclusion of deaf people, especially with regard to life and nature sciences. One of them concerns the construction and development of appropriate methodological strategies for teaching deaf students. To get an overview of recent productions involving teaching science to deaf students, this work aimed to map the publications made in the last 5 years in some of the important journals in the area of teaching and/or education in life and nature sciences. The results pointed to the low number of publications dealing with science teaching for deaf students. Two hypotheses are suggested for discussion of this context. One of them would be that these works have been published in significant quantities and qualities under other formats or in other journals. Another hypothesis, more worrisome, is that these works have not really been developed and published, despite the importance that they would have for the school inclusion of deaf people in relation to science education.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48291665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Victória Druzian Lopes, S. C. Murari, Nádia Kienen
Training parents to mediate behavior interventions with children with Autism Spectrum Disorder (ASD) was used to facilitate the development of these children. This systematic literature review aims to characterize the parents and caregivers training of children with ASD, in a behavior analysis perspective, analyzing their characteristics and results. The search was realized without time restriction. Descriptors in Portuguese and English were used for autism, parent training and behavior analysis, in the databases and journals: Pepsic, SciELO.ORG, PsycINFO (APA), Web of Science, Wiley Online Library, Catalogo de Teses e Dissertacoes (CAPES), Biblioteca Virtual em Saude – BVS (BIREME), Revista Brasileira de Analise do Comportamento e Perspectivas em Analise do Comportamento. Forty-six studies were selected and their data were categorizes and analyzed, using descriptive statistics, focusing on dependent and independent variables, behaviors and contents taught to parents or caregivers, teaching strategies and results. Most studies assess the effects of training packages on the behavior of children and parents or caregivers and combine natural, instructional and practical strategies to teach them modeling children’s behavior. Most researches describe the behaviors taught to parents or caregivers in an inaccurate way, not indicating in which contexts these behaviors should occur or the expected effects over children’s behavior. This limitation in the planning of training programs may be related to inconsistent results and low maintenance of the results analyzed in this review.
培训父母对患有自闭症谱系障碍（ASD）的儿童进行行为干预，以促进这些儿童的发展。这篇系统的文献综述旨在从行为分析的角度描述ASD儿童的父母和照顾者培训，分析他们的特点和结果。搜索是在没有时间限制的情况下实现的。葡萄牙语和英语的描述符用于自闭症、父母培训和行为分析，这些数据库和期刊包括：Pepsic、SciELO.ORG、PsycINFO（APA）、Web of Science、Wiley Online Library、Catalogo de Teses e Disseracoes（CAPES）、Biblioteca Virtual em Saude–BVS（BIREME）、Revista Brasileira de Analise do Comportamento e Perspectivas em Analise do Comportameto。选择了46项研究，并使用描述性统计对其数据进行了分类和分析，重点关注因变量和自变量、向父母或照顾者教授的行为和内容、教学策略和结果。大多数研究评估培训包对儿童和父母或照顾者行为的影响，并结合自然、教学和实践策略，教他们模仿儿童行为。大多数研究以不准确的方式描述了教给父母或照顾者的行为，没有说明这些行为应该在什么情况下发生，也没有说明对儿童行为的预期影响。培训计划规划中的这种限制可能与本次审查中分析的结果不一致和维护率低有关。
{"title":"Capacitação de pais de crianças com TEA: revisão sistemática sob o referencial da Análise do Comportamento","authors":"Victória Druzian Lopes, S. C. Murari, Nádia Kienen","doi":"10.5902/1984686X43768","DOIUrl":"https://doi.org/10.5902/1984686X43768","url":null,"abstract":"Training parents to mediate behavior interventions with children with Autism Spectrum Disorder (ASD) was used to facilitate the development of these children. This systematic literature review aims to characterize the parents and caregivers training of children with ASD, in a behavior analysis perspective, analyzing their characteristics and results. The search was realized without time restriction. Descriptors in Portuguese and English were used for autism, parent training and behavior analysis, in the databases and journals: Pepsic, SciELO.ORG, PsycINFO (APA), Web of Science, Wiley Online Library, Catalogo de Teses e Dissertacoes (CAPES), Biblioteca Virtual em Saude – BVS (BIREME), Revista Brasileira de Analise do Comportamento e Perspectivas em Analise do Comportamento. Forty-six studies were selected and their data were categorizes and analyzed, using descriptive statistics, focusing on dependent and independent variables, behaviors and contents taught to parents or caregivers, teaching strategies and results. Most studies assess the effects of training packages on the behavior of children and parents or caregivers and combine natural, instructional and practical strategies to teach them modeling children’s behavior. Most researches describe the behaviors taught to parents or caregivers in an inaccurate way, not indicating in which contexts these behaviors should occur or the expected effects over children’s behavior. This limitation in the planning of training programs may be related to inconsistent results and low maintenance of the results analyzed in this review.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48934042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Arlete Vilela de Faria, Estela Aparecida Oliveira Vieira, R. X. Martins
This paper is a research report that aimed to investigate the use of Digital Educational Resources by teachers in the Multifunctional Resource Rooms of public schools in Southern Minas Gerais that rely on this resource. The approach adopted was quantitative-qualitative with data collection through a questionnaire and semi-structured interviews with the participating teachers. The 70 teachers from state schools in 29 cities were invited and 40 agreed to participate. From the triangulation and analysis of the data, essential elements that make up the in loco practice of special education were identified, among them, the lack of diagnosis of disability of the students attended in the Multifunctional Resource Rooms. Another relevant point identified was the deficit in the initial training of the professional, which does not address the theme in-depth. As a result, continuing education becomes a pressing need for the building of knowledge both in the field of special and inclusive education and digital information and communication technologies. Dissonances were found about mediation and the use of digital technologies. Perhaps because in most cases analyzed the digital educational resources didn't bring significant changes in the articulation between teaching and content. The results demonstrate to be necessary to establish a greater relationship between curriculum, technological resources available in the Multifunctional Resource Rooms, students demands and the pedagogical mediation of the teacher.
{"title":"Educação Especial Inclusiva: uso de Recursos Educacionais Digitais nas Salas Multifuncionais","authors":"Arlete Vilela de Faria, Estela Aparecida Oliveira Vieira, R. X. Martins","doi":"10.5902/1984686X61433","DOIUrl":"https://doi.org/10.5902/1984686X61433","url":null,"abstract":"This paper is a research report that aimed to investigate the use of Digital Educational Resources by teachers in the Multifunctional Resource Rooms of public schools in Southern Minas Gerais that rely on this resource. The approach adopted was quantitative-qualitative with data collection through a questionnaire and semi-structured interviews with the participating teachers. The 70 teachers from state schools in 29 cities were invited and 40 agreed to participate. From the triangulation and analysis of the data, essential elements that make up the in loco practice of special education were identified, among them, the lack of diagnosis of disability of the students attended in the Multifunctional Resource Rooms. Another relevant point identified was the deficit in the initial training of the professional, which does not address the theme in-depth. As a result, continuing education becomes a pressing need for the building of knowledge both in the field of special and inclusive education and digital information and communication technologies. Dissonances were found about mediation and the use of digital technologies. Perhaps because in most cases analyzed the digital educational resources didn't bring significant changes in the articulation between teaching and content. The results demonstrate to be necessary to establish a greater relationship between curriculum, technological resources available in the Multifunctional Resource Rooms, students demands and the pedagogical mediation of the teacher.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48506450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Bianchi, Cariza de Cássia Spinazola, Márcia Duarte Galvani
The birth of a child is part of a family's life cycle. Since its conception, the child is already the result of a series of expectations. The aim of this research was to describe and analyze the reactions of parents of children with Down syndrome (DS) to the news of the diagnosis of the syndrome and the support received for the care of the child. The design of this research was a mixed approach of a descriptive nature. It was used for data collection: a semi-structured interview script with paternal characterization. Participated in the research 10 parents (men) of children diagnosed with DS in the age group from 0 to 6 years old. The contact with the parents took place through an Institute for the coexistence of people with DS in a city in the interior of the state of São Paulo. Data collection with parents took place on the premises of the Institute or at the residence of the participants themselves. Content analysis was performed with the categorization of qualitative data from the interviews. The results showed that in terms of how the news of DS was given, most parents received the news after the child's birth. Regarding changes in the way they received the news, two parents reported that it could be different, doctors could be more subtle. For support for care, it is noted that part of the parents received personal and financial support for the care of their children. The study showed that the moment of news needs to be reassessed by professionals, and that interventions should focus on children and families.
{"title":"Reações da notícia do diagnóstico da síndrome de Down na percepção paterna","authors":"B. Bianchi, Cariza de Cássia Spinazola, Márcia Duarte Galvani","doi":"10.5902/1984686X37804","DOIUrl":"https://doi.org/10.5902/1984686X37804","url":null,"abstract":"The birth of a child is part of a family's life cycle. Since its conception, the child is already the result of a series of expectations. The aim of this research was to describe and analyze the reactions of parents of children with Down syndrome (DS) to the news of the diagnosis of the syndrome and the support received for the care of the child. The design of this research was a mixed approach of a descriptive nature. It was used for data collection: a semi-structured interview script with paternal characterization. Participated in the research 10 parents (men) of children diagnosed with DS in the age group from 0 to 6 years old. The contact with the parents took place through an Institute for the coexistence of people with DS in a city in the interior of the state of São Paulo. Data collection with parents took place on the premises of the Institute or at the residence of the participants themselves. Content analysis was performed with the categorization of qualitative data from the interviews. The results showed that in terms of how the news of DS was given, most parents received the news after the child's birth. Regarding changes in the way they received the news, two parents reported that it could be different, doctors could be more subtle. For support for care, it is noted that part of the parents received personal and financial support for the care of their children. The study showed that the moment of news needs to be reassessed by professionals, and that interventions should focus on children and families.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71239473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Edson Luiz Nascimento dos Santos, E. Trindade, Carlos Barbosa Alves de Souza
Two procedures have been proposed as alternatives to induce the emergence of repertoires not directly taught: 1) multiple exemplar instruction (MEI); and 2) stimulus pairing observation procedure (SPOP). MEI implies the rotation of teaching different responses to a stimulus (ex., tact and listener response), which favors the incidental learning of these of responses to new stimuli from the teaching only one type. In SPOP is only required the observation of stimuli presented next to each other, without differential reinforcement for any responses. The results of some studies suggest that a higher frequency of pairings could lead to the emergence of tact and listener responses not taught directly, and that the stimuli pairings may affect the MEI. The present study evaluated the effect of SPOP with a higher frequency of pairings by trials on the emergence of tact and listener responses in three children with Autism Spectrum Disorder, and the effect of SPOP in teaching these responses through MEI. For two participants, SPOP with more pairings by trials favored the emergence of the listener repertoire. These participants only learned tact responses after MEI. SPOP had a facilitating effect on MEI training. The role of MEI and intensive tact training for the emergence of tact and listener repertoires is discussed, as well as the types of stimulus control that SPOP seems to favor, and the possibility of investigating SPOP in more natural situations.
{"title":"Observação de pareamento de estímulos e instrução com múltiplos exemplares: efeitos sobre respostas de ouvinte e falante de crianças com TEA","authors":"Edson Luiz Nascimento dos Santos, E. Trindade, Carlos Barbosa Alves de Souza","doi":"10.5902/1984686X42047","DOIUrl":"https://doi.org/10.5902/1984686X42047","url":null,"abstract":"Two procedures have been proposed as alternatives to induce the emergence of repertoires not directly taught: 1) multiple exemplar instruction (MEI); and 2) stimulus pairing observation procedure (SPOP). MEI implies the rotation of teaching different responses to a stimulus (ex., tact and listener response), which favors the incidental learning of these of responses to new stimuli from the teaching only one type. In SPOP is only required the observation of stimuli presented next to each other, without differential reinforcement for any responses. The results of some studies suggest that a higher frequency of pairings could lead to the emergence of tact and listener responses not taught directly, and that the stimuli pairings may affect the MEI. The present study evaluated the effect of SPOP with a higher frequency of pairings by trials on the emergence of tact and listener responses in three children with Autism Spectrum Disorder, and the effect of SPOP in teaching these responses through MEI. For two participants, SPOP with more pairings by trials favored the emergence of the listener repertoire. These participants only learned tact responses after MEI. SPOP had a facilitating effect on MEI training. The role of MEI and intensive tact training for the emergence of tact and listener repertoires is discussed, as well as the types of stimulus control that SPOP seems to favor, and the possibility of investigating SPOP in more natural situations.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":"34 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47195312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hellen Tsuruda do Amaral, J. M. Cunha, Iasmin Zanchi Boueri, J. Santo
Considering the experiences of students with intellectual disabilities (ID) in educational environments, peer victimization stands out for potential losses to development. This is a relationship problem, which requires an understanding of contextual factors. In the approach of the authoritative school climate, the perception of support and disciplinary structure act as possible attenuators of peer victimization. However, the association between school climate and victimization is rarely examined in samples with people with ID. Thus, the study aimed to examine the associations between authoritative school climate and peer victimization through a procedure accessible to the self-report of people with ID. It was hypothesized that the disciplinary structure and support would be negatively associated with victimization. The study included 117 students with ID, aged between 12 and 63 years (mean=25.31; sd =12.25); 62.4% of male participants; 56.9% white and 54.1% diagnosed with moderate DI. The measures and procedures went through a cognitive accessibility process to enable the participation of students with ID through self-report, the data were analyzed using structural equation modeling. The adaptation was partially successful. In the final model, the disciplinary structure was positively correlated to support, which was a negative predictor for victimization. The results highlight how school environments with a supportive school climate can be a protective factor in relation to the victimization of people with ID, and that more inclusive practices in scientific research are possible.
{"title":"School climate and peer victimization: perceptions of students with intellectual disability","authors":"Hellen Tsuruda do Amaral, J. M. Cunha, Iasmin Zanchi Boueri, J. Santo","doi":"10.5902/1984686X53606","DOIUrl":"https://doi.org/10.5902/1984686X53606","url":null,"abstract":"Considering the experiences of students with intellectual disabilities (ID) in educational environments, peer victimization stands out for potential losses to development. This is a relationship problem, which requires an understanding of contextual factors. In the approach of the authoritative school climate, the perception of support and disciplinary structure act as possible attenuators of peer victimization. However, the association between school climate and victimization is rarely examined in samples with people with ID. Thus, the study aimed to examine the associations between authoritative school climate and peer victimization through a procedure accessible to the self-report of people with ID. It was hypothesized that the disciplinary structure and support would be negatively associated with victimization. The study included 117 students with ID, aged between 12 and 63 years (mean=25.31; sd =12.25); 62.4% of male participants; 56.9% white and 54.1% diagnosed with moderate DI. The measures and procedures went through a cognitive accessibility process to enable the participation of students with ID through self-report, the data were analyzed using structural equation modeling. The adaptation was partially successful. In the final model, the disciplinary structure was positively correlated to support, which was a negative predictor for victimization. The results highlight how school environments with a supportive school climate can be a protective factor in relation to the victimization of people with ID, and that more inclusive practices in scientific research are possible.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":"34 1","pages":"5"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48413812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lurian Dionizio Mendonça, Paula de Marchi Scarpin Hagemann, Liene Regina Rossi, O. Rodrigues, V. A. Pereira
Early Intervention (EI) or Early Stimulation (ES) can be understood as a set of services and supports, which are disseminated to promote the full development of children with identified risk when generating or delayed development, perceived during the first years, Limit improving your quality of life and that of your family members. Regarding the importance of this service, the present study aimed to characterize the EI/ES services offered by the Association of Parents and Friends of the Exceptional (APAES) in the state of Sao Paulo. A protocol with structured questions was elaborated, especially for this study, containing general data that would allow to characterize the service offered to the community. The results pointed out that ES is the most used terminology to name services, while in the literature the most frequent is EI, which was used in this study. The participating professionals responsible for the service have been working with EI/ES for many years, but none reported postgraduate studies in this field. As for the service offered, predominantly the care of children over the age of four, with the number of children, showing that children arrive very late at the service. In general, the programs include the participation of children on a weekly basis and their families are served sporadically. There is a multidisciplinary team with interdisciplinary care. Although the number of institutions surveyed was relatively small, it is expected that the results obtained with this study will encourage other researchers to continue research in this area, which is so relevant to the integral development of the child and quality of life for the family.
{"title":"Caracterização de serviços de Intervenção e Estimulação Precoce ofertados pelas APAES do estado de São Paulo","authors":"Lurian Dionizio Mendonça, Paula de Marchi Scarpin Hagemann, Liene Regina Rossi, O. Rodrigues, V. A. Pereira","doi":"10.5902/1984686X40088","DOIUrl":"https://doi.org/10.5902/1984686X40088","url":null,"abstract":"Early Intervention (EI) or Early Stimulation (ES) can be understood as a set of services and supports, which are disseminated to promote the full development of children with identified risk when generating or delayed development, perceived during the first years, Limit improving your quality of life and that of your family members. Regarding the importance of this service, the present study aimed to characterize the EI/ES services offered by the Association of Parents and Friends of the Exceptional (APAES) in the state of Sao Paulo. A protocol with structured questions was elaborated, especially for this study, containing general data that would allow to characterize the service offered to the community. The results pointed out that ES is the most used terminology to name services, while in the literature the most frequent is EI, which was used in this study. The participating professionals responsible for the service have been working with EI/ES for many years, but none reported postgraduate studies in this field. As for the service offered, predominantly the care of children over the age of four, with the number of children, showing that children arrive very late at the service. In general, the programs include the participation of children on a weekly basis and their families are served sporadically. There is a multidisciplinary team with interdisciplinary care. Although the number of institutions surveyed was relatively small, it is expected that the results obtained with this study will encourage other researchers to continue research in this area, which is so relevant to the integral development of the child and quality of life for the family.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":"34 1","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71240233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Danielle Castelões Tavares de Souza, Leila Regina d’Oliveira de Paula Nunes
O objetivo do presente artigo é apresentar uma revisão integrativa de literatura com vistas à identificação dos tratamentos psicoterapêuticos, farmacológicos ou que utilizaram a comunicação alternativa como intervenção para os casos de crianças com mutismo seletivo. Para este fim, considerou-se o levantamento bibliográfico em base de dados virtuais como método de análise. Foram selecionados os descritores nas versões português e inglês (“mutismo seletivo”, “crianças”, “adolescente”, “tratamento”, “intervenção”, “escola”, “comunicação alternativa e ampliada”, “selective mutism”, “children”, “adolescent”, “treatment”, “intervention”, “augumentative and alternative communication”) e utilizados, isoladamente ou combinados entre si, por meio do operador boleano “and” de acordo com a particularidade de cada base de dados. Como resultado, foram identificados 27 estudos, entre eles: artigos na íntegra, teses, dissertações publicadas em português e inglês nas bases de dados Google Acadêmico, ERIC, PubMed, Scielo, Web of Science, bibliotecas virtuais de universidades públicas nacionais e uma biblioteca virtual de uma universidade americana. Para a seleção final dos estudos foram definidos parâmetros de inclusão, conforme os três itens a seguir: a) estudos empíricos que mostrassem efeitos de intervenções, publicados entre os anos de 2006 a 2017; b) participantes com até 18 anos de idade e com o diagnóstico de mutismo seletivo, de acordo com os critérios do DSM 4 e 5; c) intervenções psicoterapêuticas, farmacológicas ou que utilizassem a comunicação alternativa. Foram excluídas as publicações que não atendessem aos critérios acima. Concluiu-se que intervenção terapêutica predominantemente utilizada é a cognitiva comportamental, sem indicar um tempo de intervenção específico.
本文的目的是提出一个综合文献综述，以确定心理治疗，药理学或使用替代沟通作为干预的病例选择性缄默儿童。为此，我们考虑了虚拟数据库中的文献调查作为一种分析方法。葡萄牙语和英语版本中被描述符(“选择性缄默症”,“孩子们”,“少年”,“治疗”,“干预”,“学校”,“选择交流和扩大”,“选择性mutism”,“儿童”,“青少年”,“治疗”,“深入”,“augumentative和替代通信”)和使用,单独或组合,通过运营商boleano“和”根据每个数据库的特性。结果，我们确定了27项研究，包括:在谷歌scholar、ERIC、PubMed、Scielo、Web of Science、国家公立大学虚拟图书馆和美国大学虚拟图书馆中以葡萄牙语和英语发表的完整文章、论文和学位论文。对于研究的最终选择，纳入参数被定义为以下三个项目:a)显示干预效果的实证研究，发表于2006年至2017年;b)根据DSM 4和5标准，年龄在18岁以下并被诊断为选择性缄默症的参与者;c)心理治疗、药理学或使用替代沟通的干预。不符合上述标准的出版物被排除在外。结论是，主要使用的治疗干预是认知行为，没有指明具体的干预时间。
{"title":"Intervenções para casos de crianças e adolescentes com mutismo seletivo","authors":"Danielle Castelões Tavares de Souza, Leila Regina d’Oliveira de Paula Nunes","doi":"10.5902/1984686X48498","DOIUrl":"https://doi.org/10.5902/1984686X48498","url":null,"abstract":"O objetivo do presente artigo é apresentar uma revisão integrativa de literatura com vistas à identificação dos tratamentos psicoterapêuticos, farmacológicos ou que utilizaram a comunicação alternativa como intervenção para os casos de crianças com mutismo seletivo. Para este fim, considerou-se o levantamento bibliográfico em base de dados virtuais como método de análise. Foram selecionados os descritores nas versões português e inglês (“mutismo seletivo”, “crianças”, “adolescente”, “tratamento”, “intervenção”, “escola”, “comunicação alternativa e ampliada”, “selective mutism”, “children”, “adolescent”, “treatment”, “intervention”, “augumentative and alternative communication”) e utilizados, isoladamente ou combinados entre si, por meio do operador boleano “and” de acordo com a particularidade de cada base de dados. Como resultado, foram identificados 27 estudos, entre eles: artigos na íntegra, teses, dissertações publicadas em português e inglês nas bases de dados Google Acadêmico, ERIC, PubMed, Scielo, Web of Science, bibliotecas virtuais de universidades públicas nacionais e uma biblioteca virtual de uma universidade americana. Para a seleção final dos estudos foram definidos parâmetros de inclusão, conforme os três itens a seguir: a) estudos empíricos que mostrassem efeitos de intervenções, publicados entre os anos de 2006 a 2017; b) participantes com até 18 anos de idade e com o diagnóstico de mutismo seletivo, de acordo com os critérios do DSM 4 e 5; c) intervenções psicoterapêuticas, farmacológicas ou que utilizassem a comunicação alternativa. Foram excluídas as publicações que não atendessem aos critérios acima. Concluiu-se que intervenção terapêutica predominantemente utilizada é a cognitiva comportamental, sem indicar um tempo de intervenção específico.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48654502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article aims to understand how academic research expresses in their productions speeches about the bodies of women said to have intellectual disabilities. The literature has found substantial delays in reading and writing skills in deaf children, but it is scarce regarding the Portuguese language. The present study aimed to characterize a sample of Portuguese deaf students (3 boys, 4 girls, ages 11 to 12) in terms of degree of deafness, age of diagnosis, time of use of prostheses or implants and age of admission in a specialized school; and to evaluate the competence of these students in the reading and writing in their second language. The students were submitted to a battery composed of 6 tasks, evaluated word decoding, image-word matching, compliance with written instructions, subtitling of images, understanding a written narrative, and producing a written narrative. Large discrepancies were observed in all independent variables. As for the dependent ones, the understanding and the production of a written narrative were the competences in which the students revealed greater difficulties. Intervention strategies should focus on improving reading comprehension, focusing not only on basic skills, ensuring adequate knowledge of the vocabulary used in a specific story, but also on more complex skills, scalping its structure and training inference skills at a global level. The data revealed can be an important contribution, insofar as the identification of strong and weak areas can allow an adjustment of objectives, methods and / or strategies that effectively meet their real needs.
{"title":"Desempenho em tarefas de leitura e escrita de alunos surdos do 1º Ciclo do Ensino Básico ao nível do Português L2","authors":"J. Santos, Fernanda Horta, Amanda Grade","doi":"10.5902/1984686X34664","DOIUrl":"https://doi.org/10.5902/1984686X34664","url":null,"abstract":"The article aims to understand how academic research expresses in their productions speeches about the bodies of women said to have intellectual disabilities. The literature has found substantial delays in reading and writing skills in deaf children, but it is scarce regarding the Portuguese language. The present study aimed to characterize a sample of Portuguese deaf students (3 boys, 4 girls, ages 11 to 12) in terms of degree of deafness, age of diagnosis, time of use of prostheses or implants and age of admission in a specialized school; and to evaluate the competence of these students in the reading and writing in their second language. The students were submitted to a battery composed of 6 tasks, evaluated word decoding, image-word matching, compliance with written instructions, subtitling of images, understanding a written narrative, and producing a written narrative. Large discrepancies were observed in all independent variables. As for the dependent ones, the understanding and the production of a written narrative were the competences in which the students revealed greater difficulties. Intervention strategies should focus on improving reading comprehension, focusing not only on basic skills, ensuring adequate knowledge of the vocabulary used in a specific story, but also on more complex skills, scalping its structure and training inference skills at a global level. The data revealed can be an important contribution, insofar as the identification of strong and weak areas can allow an adjustment of objectives, methods and / or strategies that effectively meet their real needs.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71238887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Schirmer, Leila Regina d’Oliveira de Paula Nunes
The purposes of this study were to plan, implement and evaluate a Pre-service Teacher Training Program regarding the use of Assistive Technology and Augmentative and Alternative Communication. The effects of the program in the future teachers´ conceptions about disability, as well as their experience in teaching students with special needs were also investigated. An action research was conducted with 37 Pedagogy undergraduate students, 26 nonvocal students, and five teachers of a special education public school. The methodological procedures included a) questionnaires administered to the undergraduates in the beginning and the end of the Program, b) expositive classes and development of teaching activities by the undergraduates , specially tailored for students with special needs, according to the Problematization methodology - observation of the reality of classroom, selection of pedagogical problem, reflection about its determinants, hypothesis elaboration, review of the literature, elaboration, implementation, and evaluation of the teaching plan. Data showed that, following the Program, the future teachers successfully used Alternative Communication resources and strategies, as well as adapted pedagogical material and resources for accessing computer with their nonvocal students. Results additionally suggested positive changes in the undergraduates´ conceptions about disability, Assistive Technology and Augmentative and Alternative Communication. The study benefitted special school teachers, who learned about these resources, as well as the nonvocal students who enhanced their opportunities to communicate and socially interact.
{"title":"Efeitos da formação inicial de professores em Tecnologia Assistiva através de metodologia problematizadora","authors":"C. Schirmer, Leila Regina d’Oliveira de Paula Nunes","doi":"10.5902/1984686X36505","DOIUrl":"https://doi.org/10.5902/1984686X36505","url":null,"abstract":"The purposes of this study were to plan, implement and evaluate a Pre-service Teacher Training Program regarding the use of Assistive Technology and Augmentative and Alternative Communication. The effects of the program in the future teachers´ conceptions about disability, as well as their experience in teaching students with special needs were also investigated. An action research was conducted with 37 Pedagogy undergraduate students, 26 nonvocal students, and five teachers of a special education public school. The methodological procedures included a) questionnaires administered to the undergraduates in the beginning and the end of the Program, b) expositive classes and development of teaching activities by the undergraduates , specially tailored for students with special needs, according to the Problematization methodology - observation of the reality of classroom, selection of pedagogical problem, reflection about its determinants, hypothesis elaboration, review of the literature, elaboration, implementation, and evaluation of the teaching plan. Data showed that, following the Program, the future teachers successfully used Alternative Communication resources and strategies, as well as adapted pedagogical material and resources for accessing computer with their nonvocal students. Results additionally suggested positive changes in the undergraduates´ conceptions about disability, Assistive Technology and Augmentative and Alternative Communication. The study benefitted special school teachers, who learned about these resources, as well as the nonvocal students who enhanced their opportunities to communicate and socially interact.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71239708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：