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":null,"pages":null},"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}
It is estimated that the phenomenon of giftedness is present among individuals in the same proportion as the intellectual disability. However, the School Census records show the invisibility of this public in our schools, despite the social contributions that it may come to provide. Students with giftedness need to be properly identified so that the educational measures necessary for the maximum development of their potential can be taken. Thus, the objective of this research is to evaluate the items of a scale of identification of precocious students with indicators of giftedness in Primary School and to verify their consistency. As an instrument for teachers, we have the participation of 28 teachers, 18 evaluated each of the 75 items on the scale and 10 applied it to a sample of 71 students. From the collection of opinions and statistical analysis, ten items were considered to be ineffective and therefore excluded. It was statistically verified that the instrument is reliable. Further analysis is necessary to verify its validity.
{"title":"Escala de Identificação de Precocidade e Indicadores de Altas Habilidades/Superdotação (EIPIAHS): um instrumento em construção","authors":"B. A. Martins","doi":"10.5902/1984686X53154","DOIUrl":"https://doi.org/10.5902/1984686X53154","url":null,"abstract":"It is estimated that the phenomenon of giftedness is present among individuals in the same proportion as the intellectual disability. However, the School Census records show the invisibility of this public in our schools, despite the social contributions that it may come to provide. Students with giftedness need to be properly identified so that the educational measures necessary for the maximum development of their potential can be taken. Thus, the objective of this research is to evaluate the items of a scale of identification of precocious students with indicators of giftedness in Primary School and to verify their consistency. As an instrument for teachers, we have the participation of 28 teachers, 18 evaluated each of the 75 items on the scale and 10 applied it to a sample of 71 students. From the collection of opinions and statistical analysis, ten items were considered to be ineffective and therefore excluded. It was statistically verified that the instrument is reliable. Further analysis is necessary to verify its validity.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48713818","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}
Special Education professionals’ training in Brazil is relatively recent. Initially, teachers for students with disabilities were trained in specialization courses at the end of Senior High School. This article analyzes the advances in the teachers’ and researchers’ training in Special Education in Sao Paulo State as well as changes in the conceptual and methodological aspects of the study of disabilities and assistance for people with disabilities in the last four decades. In the 1970s, two college events gave a new dimension to the formation of human resources in Special Education: the beginning of the Qualification in Special Education in Pedagogy course at the Sao Paulo State University (HEE/UNESP), in 1977, and the beginning of the Master Program in Special Education at the Federal University of Sao Carlos (PMEE/UFSCar), in 1978. The HEE/UNESP began to train Special Education teachers and the PMEE/UFSCar, to train researchers in Special Education. These facts were fundamental to the enormous growth that the area of Special Education had had in these four decades. The changes that are occurring in the conceptual questions regarding deficiencies and in the research design are highlighted.
{"title":"Quatro décadas de Educação Especial no Estado de São Paulo","authors":"S. Omote","doi":"10.5902/1984686x53133","DOIUrl":"https://doi.org/10.5902/1984686x53133","url":null,"abstract":"Special Education professionals’ training in Brazil is relatively recent. Initially, teachers for students with disabilities were trained in specialization courses at the end of Senior High School. This article analyzes the advances in the teachers’ and researchers’ training in Special Education in Sao Paulo State as well as changes in the conceptual and methodological aspects of the study of disabilities and assistance for people with disabilities in the last four decades. In the 1970s, two college events gave a new dimension to the formation of human resources in Special Education: the beginning of the Qualification in Special Education in Pedagogy course at the Sao Paulo State University (HEE/UNESP), in 1977, and the beginning of the Master Program in Special Education at the Federal University of Sao Carlos (PMEE/UFSCar), in 1978. The HEE/UNESP began to train Special Education teachers and the PMEE/UFSCar, to train researchers in Special Education. These facts were fundamental to the enormous growth that the area of Special Education had had in these four decades. The changes that are occurring in the conceptual questions regarding deficiencies and in the research design are highlighted.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47188234","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}
Special education, today inclusive, has occupied for centuries a tangential part of education systems around the world to this day, including that of Spain. It was a marginal sector that was outside the normal circuit of schoolchildren and students, who at best began to find special attention, but segregated. The integrated school approaches that prevail in many parts have opted for a more socially enriching concept such as inclusive education. If we look at the problem from the university, the new categories to explain the special education have taken is to be accepted by the scientific community at the teaching and research levels, although here there has been a spectacular leap in the social and scientific consideration of the special education, at least in Spain. In this paper we address from the university, and from a hermeneutic reading, the meaning and visibility of the inaugural lessons in the so-called Feast of Science, which are pronounced cyclically, year after year, in each Spanish university. They represent an excellent symbolic framework, a privileged space to observe the growing presence of the scientific paradigm of educational inclusion in the Spanish university map. The small number of inaugural lessons delivered in the last eighty years with content close to inclusive education express the weakness of the subject in contrast to the major fields of science, but they are also a reason for hope given that in recent years there has been an express emergence of the new paradigm of inclusive education, at least several of the inaugural lectures given at universities.
{"title":"La inclusión educativa en la fiesta de la ciencia en España","authors":"J. Díaz","doi":"10.5902/1984686x49224","DOIUrl":"https://doi.org/10.5902/1984686x49224","url":null,"abstract":"Special education, today inclusive, has occupied for centuries a tangential part of education systems around the world to this day, including that of Spain. It was a marginal sector that was outside the normal circuit of schoolchildren and students, who at best began to find special attention, but segregated. The integrated school approaches that prevail in many parts have opted for a more socially enriching concept such as inclusive education. If we look at the problem from the university, the new categories to explain the special education have taken is to be accepted by the scientific community at the teaching and research levels, although here there has been a spectacular leap in the social and scientific consideration of the special education, at least in Spain. In this paper we address from the university, and from a hermeneutic reading, the meaning and visibility of the inaugural lessons in the so-called Feast of Science, which are pronounced cyclically, year after year, in each Spanish university. They represent an excellent symbolic framework, a privileged space to observe the growing presence of the scientific paradigm of educational inclusion in the Spanish university map. The small number of inaugural lessons delivered in the last eighty years with content close to inclusive education express the weakness of the subject in contrast to the major fields of science, but they are also a reason for hope given that in recent years there has been an express emergence of the new paradigm of inclusive education, at least several of the inaugural lectures given at universities.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47017390","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}
By using the expression “practical theory” that Emile Durkheim has used to designate pedagogy, the notion of inclusion is analyzed critically by examining its normative character according to the following aspects: its Latin etymology, its initial uses in politics international education programs and their evolutions towards valuing diversity; its variations in meaning between countries depending on their policies and institutions, taking the example of England, Italy, Brazil; its meaning in relation to two notions: the exclusion of with it opposes; the integration from which it stands out; its paradoxical consequences according to analyzes of contemporary human and social sciences, with and beyond Durkheim; accessibility perspectives that embody inclusion. Finally, to overcome the contradictions of the notion of inclusion, accessibility can be mobilized as a unifying and operational concept and as a new normative ideal.
{"title":"L’inclusion comme théorie pratique","authors":"É. Plaisance","doi":"10.5902/1984686x55337","DOIUrl":"https://doi.org/10.5902/1984686x55337","url":null,"abstract":"By using the expression “practical theory” that Emile Durkheim has used to designate pedagogy, the notion of inclusion is analyzed critically by examining its normative character according to the following aspects: its Latin etymology, its initial uses in politics international education programs and their evolutions towards valuing diversity; its variations in meaning between countries depending on their policies and institutions, taking the example of England, Italy, Brazil; its meaning in relation to two notions: the exclusion of with it opposes; the integration from which it stands out; its paradoxical consequences according to analyzes of contemporary human and social sciences, with and beyond Durkheim; accessibility perspectives that embody inclusion. Finally, to overcome the contradictions of the notion of inclusion, accessibility can be mobilized as a unifying and operational concept and as a new normative ideal.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47974666","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}
Douglas Rodrigues, F. Silva, Richard Avery Washburn, L. M. P. Braccialli
The practice of regular physical activity is important to provide well-being and better quality of life to person with physical disability. There is a lack of standardized and specific instruments in Portuguese to assess the level of physical activity directed at this population. The purpose of this study was to translate and culturally adapt the Physical Activity Scale for Individuals with Physical Disabilities (PASIPD) to Brazilian Portuguese. For the process of transcultural translation and adaptation of the scale, five steps were performed: 1) initial translation; 2) translation synthesis; 3) back-translation; 4) semantic and operational equivalence; 5) Pre-test. In the semantic equivalence, 7 items obtained a concordance index below 70%. In the pre-test the instrument was tested with adults with physical disabilities by six professionals specialized in Physical Rehabilitation. In this stage, only one item had a concordance index below 70%. After adjusting the items that presented difficulty, the scale was considered culturally adequate to verify the level of physical activity in individuals with physical disabilities in Brazil.
{"title":"Tradução e adaptação transcultural da escala de atividade física para pessoas com deficiência física (PASIPD BR)","authors":"Douglas Rodrigues, F. Silva, Richard Avery Washburn, L. M. P. Braccialli","doi":"10.5902/1984686x41214","DOIUrl":"https://doi.org/10.5902/1984686x41214","url":null,"abstract":"The practice of regular physical activity is important to provide well-being and better quality of life to person with physical disability. There is a lack of standardized and specific instruments in Portuguese to assess the level of physical activity directed at this population. The purpose of this study was to translate and culturally adapt the Physical Activity Scale for Individuals with Physical Disabilities (PASIPD) to Brazilian Portuguese. For the process of transcultural translation and adaptation of the scale, five steps were performed: 1) initial translation; 2) translation synthesis; 3) back-translation; 4) semantic and operational equivalence; 5) Pre-test. In the semantic equivalence, 7 items obtained a concordance index below 70%. In the pre-test the instrument was tested with adults with physical disabilities by six professionals specialized in Physical Rehabilitation. In this stage, only one item had a concordance index below 70%. After adjusting the items that presented difficulty, the scale was considered culturally adequate to verify the level of physical activity in individuals with physical disabilities in Brazil.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71240181","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 impacts of hospitalization and/or hemodialysis outpatient care to the schooling process of children with chronic renal failure may be compromising the child's development, causing the same contextual ruptures, changes in daily life, impediments to the continuity of studies and to the previous experienced routine. We tried to analyze the impacts of hospitalization and/or hemodialysis outpatient care to the schooling process of children with chronic renal failure. It was a quanti-qualitative, descriptive survey in the form of multiple cases. The participants were 10 children with chronic renal failure, from 8 to 12 years old, in three contextual groups: three hospitalized children, six in hemodialysis outpatient care and one submitted to the two hospital processes, in two care units of a federal public hospital in Sao Luis. Semi-structured interviews involving interactive history, autobiographical book and wish box were applied individually with them. The greatest impacts of hospitalization and/or hemodialysis outpatient care on the schooling process were: school delays and future commitments due to the impossibility of school attendance (60%); loss of school bond due to the distance between hospital and school (20%); lack of appropriate resources for schooling in the hospital (10%) and difficulties to enroll in a school close to home (10%). It was concluded that the greatest impacts to schooling were manifested by children under hemodialysis treatment because it is a continuous, unpredictable and undetermined process, demanding greater deprivation of the school context or even absences, ranging from five months to four years, causing greater school deficits and compromising school life.
{"title":"Vozes à infância silenciada: impactos da hospitalização e hemodiálise à escolarização de crianças com doença renal crônica","authors":"Karina Simões, S. Silva, M. Costa","doi":"10.5902/1984686x44360","DOIUrl":"https://doi.org/10.5902/1984686x44360","url":null,"abstract":"The impacts of hospitalization and/or hemodialysis outpatient care to the schooling process of children with chronic renal failure may be compromising the child's development, causing the same contextual ruptures, changes in daily life, impediments to the continuity of studies and to the previous experienced routine. We tried to analyze the impacts of hospitalization and/or hemodialysis outpatient care to the schooling process of children with chronic renal failure. It was a quanti-qualitative, descriptive survey in the form of multiple cases. The participants were 10 children with chronic renal failure, from 8 to 12 years old, in three contextual groups: three hospitalized children, six in hemodialysis outpatient care and one submitted to the two hospital processes, in two care units of a federal public hospital in Sao Luis. Semi-structured interviews involving interactive history, autobiographical book and wish box were applied individually with them. The greatest impacts of hospitalization and/or hemodialysis outpatient care on the schooling process were: school delays and future commitments due to the impossibility of school attendance (60%); loss of school bond due to the distance between hospital and school (20%); lack of appropriate resources for schooling in the hospital (10%) and difficulties to enroll in a school close to home (10%). It was concluded that the greatest impacts to schooling were manifested by children under hemodialysis treatment because it is a continuous, unpredictable and undetermined process, demanding greater deprivation of the school context or even absences, ranging from five months to four years, causing greater school deficits and compromising school life.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48767891","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}
Polyane Gabrielle de Freitas, Márcia Duarte Galvani
The study aimed to assess the intensity of support in the adaptive resources of young people with Down syndrome and to apply, in collaboration with the teacher, a teaching plan based on the need for support. The study followed a descriptive qualitative approach based on the investigation action. A Special Education teacher and two young people with Down syndrome and their respective parents participated. Data collection was carried out in an Association of Parents and Friends of the Exceptional, a medium-sized municipality located in the interior of the state of Sao Paulo and in the residence of participants. The instruments used were the Support Intensity Scale – SIS, developed by American Association on Intellectual and Developmental Disabilities (AAIDD), having as respondent the parents of young people with Down syndrome and a script for the preparation of teaching planning. The data were organized into two categories according to the topics covered: the need for support in the adaptive applications of young people with Down syndrome and the application and application of teaching planning based on the need for support. As a result, it was found that the area in which young people with Down syndrome need more support was in lifelong learning and after teaching planning, some positive changes in the use of activities, interaction with colleagues, teachers and researcher . It is hoped that this study will serve as an example of good practice, as an indication of the use of the SIS Scale as a teaching planning tool.
{"title":"Planejamento de ensino para jovens com síndrome de Down a partir da Escala de Intensidade de Apoio (SIS)","authors":"Polyane Gabrielle de Freitas, Márcia Duarte Galvani","doi":"10.5902/1984686x44225","DOIUrl":"https://doi.org/10.5902/1984686x44225","url":null,"abstract":"The study aimed to assess the intensity of support in the adaptive resources of young people with Down syndrome and to apply, in collaboration with the teacher, a teaching plan based on the need for support. The study followed a descriptive qualitative approach based on the investigation action. A Special Education teacher and two young people with Down syndrome and their respective parents participated. Data collection was carried out in an Association of Parents and Friends of the Exceptional, a medium-sized municipality located in the interior of the state of Sao Paulo and in the residence of participants. The instruments used were the Support Intensity Scale – SIS, developed by American Association on Intellectual and Developmental Disabilities (AAIDD), having as respondent the parents of young people with Down syndrome and a script for the preparation of teaching planning. The data were organized into two categories according to the topics covered: the need for support in the adaptive applications of young people with Down syndrome and the application and application of teaching planning based on the need for support. As a result, it was found that the area in which young people with Down syndrome need more support was in lifelong learning and after teaching planning, some positive changes in the use of activities, interaction with colleagues, teachers and researcher . It is hoped that this study will serve as an example of good practice, as an indication of the use of the SIS Scale as a teaching planning tool.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47548843","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}
Studies on Special and Inclusive Education have advanced over the past decades. However, in teaching, an immediate and effective application of scientific findings does not always happen. Thus, it is extremely important to have a publication systematization, to facilitate the dissemination and encourage their applications. The objective of this study was to carry out a bibliometric analysis of scientific production in the area of Special and Inclusive Education teaching, using the Web of Science database from 1947 to 2020. The data collected were: number of publications, authors and most prominent journals, countries that most published and main funding agencies. In addition, articles related to the categories educational research and special education were analyzed through meta-synthesis process. As a result, it was possible to identify 10.138 articles in 1.752 sources over almost 73 years, with an annual growth rate of 6.3%. The journal with the largest number of publications in the period was Exceptional Children, the agency that funded most of the research was the United States Department of Health - Human Services. The countries that published the most were the United States, followed by Brazil, and the author with the largest number of productions was Antonis Katsiyannis. Regarding meta-synthesis, 27 articles were identified, focusing on the use of evidence-based practices. The results found may have implications in the sense of guiding Professors who work with students with SEN, graduate students who are interested in specializing and Researchers who work with the theme and want to establish more prominent networks collaborations.
在过去的几十年里，对特殊教育和全纳教育的研究取得了进展。然而，在教学中，科学发现并不总是能得到立即有效的应用。因此，有一个出版系统，以促进其传播和鼓励其应用是极其重要的。本研究的目的是利用Web of Science数据库，从1947年到2020年，对特殊教育和全纳教育教学领域的科学成果进行文献计量分析。收集的数据包括:出版物数量、作者和最著名的期刊、发表最多的国家和主要资助机构。此外，本文还对教育研究和特殊教育这两个范畴的相关文献进行了综合分析。结果，在近73年的时间里，可以从1.752个来源中识别出10.138篇文章，年增长率为6.3%。在此期间发表论文最多的杂志是《特殊儿童》，资助大部分研究的机构是美国卫生与公众服务部。出版作品最多的国家是美国，其次是巴西，出版作品最多的是安东尼斯·卡齐扬尼斯。关于元综合，确定了27篇文章，重点关注循证实践的使用。研究结果可能对指导与SEN学生合作的教授、对专业感兴趣的研究生以及研究该主题并希望建立更突出的网络合作的研究人员具有指导意义。
{"title":"Ensino e Educação Especial: análise bibliométrica e metassíntese qualitativa da produção científica indexada na base Web of Science","authors":"M. Pereira, Mayara Lustosa de Oliveira Barbosa","doi":"10.5902/1984686x44283","DOIUrl":"https://doi.org/10.5902/1984686x44283","url":null,"abstract":"Studies on Special and Inclusive Education have advanced over the past decades. However, in teaching, an immediate and effective application of scientific findings does not always happen. Thus, it is extremely important to have a publication systematization, to facilitate the dissemination and encourage their applications. The objective of this study was to carry out a bibliometric analysis of scientific production in the area of Special and Inclusive Education teaching, using the Web of Science database from 1947 to 2020. The data collected were: number of publications, authors and most prominent journals, countries that most published and main funding agencies. In addition, articles related to the categories educational research and special education were analyzed through meta-synthesis process. As a result, it was possible to identify 10.138 articles in 1.752 sources over almost 73 years, with an annual growth rate of 6.3%. The journal with the largest number of publications in the period was Exceptional Children, the agency that funded most of the research was the United States Department of Health - Human Services. The countries that published the most were the United States, followed by Brazil, and the author with the largest number of productions was Antonis Katsiyannis. Regarding meta-synthesis, 27 articles were identified, focusing on the use of evidence-based practices. The results found may have implications in the sense of guiding Professors who work with students with SEN, graduate students who are interested in specializing and Researchers who work with the theme and want to establish more prominent networks collaborations.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47307395","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}
This article presents the results of a master's research on the experience of a deaf student in a Brazilian public university. The interface disability and gender in higher education is little discussed in the academic literature that is why the barriers against women with disabilities in the university are still hidden. In this way, it is necessary to give visibility to the topic in order to implement, in an intersectional way, the meaning of equality of opportunity. The collected data result from the use of semi-structured interview and shadowing technique that allowed the immersion of the researcher in the university daily of the young participant. The main results show that women with disabilities find different obstacles to enter and stay in the college career. These obstacles are not restricted to the academic space, since they begin in the life history of these women. It is interesting to say that the collective idea of overcoming disability is the trap that puts academic achievement or failure in the individual plan. Because of that, institutional responsibility for the changes for accessibility and gender equity is disguised.
{"title":"A sombra da discriminação e as barreiras de gênero no cotidiano de mulheres com deficiência na universidade","authors":"Jackeline Susann Souza da Silva","doi":"10.5902/1984686x38311","DOIUrl":"https://doi.org/10.5902/1984686x38311","url":null,"abstract":"This article presents the results of a master's research on the experience of a deaf student in a Brazilian public university. The interface disability and gender in higher education is little discussed in the academic literature that is why the barriers against women with disabilities in the university are still hidden. In this way, it is necessary to give visibility to the topic in order to implement, in an intersectional way, the meaning of equality of opportunity. The collected data result from the use of semi-structured interview and shadowing technique that allowed the immersion of the researcher in the university daily of the young participant. The main results show that women with disabilities find different obstacles to enter and stay in the college career. These obstacles are not restricted to the academic space, since they begin in the life history of these women. It is interesting to say that the collective idea of overcoming disability is the trap that puts academic achievement or failure in the individual plan. Because of that, institutional responsibility for the changes for accessibility and gender equity is disguised.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71239633","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}
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