Considering that learning reading skills has significant functions in the lives of individuals, these skills were investigated among students with Autistic Spectrum Disorder (ASD) enrolled in Elementary School I in public schools in Curitiba. Participated in the cross-sectional exploratory research 40 children (8 to 12 years old) and their respective parents or caretakers. The inclusion criteria were: diagnosis of ASD registered at the school and confirmed by the ABC scale, school attendance of at least 70% of school days, and use of afterschool resource room. The students were assessed using the Reading Process Assessment Test (PROLEC) and the parents answered a questionnaire to characterize the child and the family. The results confirm that children with ASD have difficulties in developing reading skills. In all school years students had below-average scores in comparison with children with normal reading skills, especially on tests that required text comprehension. This suggests that students with ASD develop the memorization of letters and words more easily than the comprehension of their meanings, as well as the meanings of sentences composed with those words. However, some students achieved results similar to the test normative sample, especially the older ones. Socioeconomic status had no effect on the results. The difficulties in the development of reading skills presented by children with ASD indicate the need for teachers' pedagogical organization to favor individual skills and competences.
{"title":"Habilidade de leitura em alunos com TEA da rede pública de ensino do município de Curitiba/PR","authors":"Karize Younes Barberini Perim, M. Rocha","doi":"10.5902/1984686X41426","DOIUrl":"https://doi.org/10.5902/1984686X41426","url":null,"abstract":"Considering that learning reading skills has significant functions in the lives of individuals, these skills were investigated among students with Autistic Spectrum Disorder (ASD) enrolled in Elementary School I in public schools in Curitiba. Participated in the cross-sectional exploratory research 40 children (8 to 12 years old) and their respective parents or caretakers. The inclusion criteria were: diagnosis of ASD registered at the school and confirmed by the ABC scale, school attendance of at least 70% of school days, and use of afterschool resource room. The students were assessed using the Reading Process Assessment Test (PROLEC) and the parents answered a questionnaire to characterize the child and the family. The results confirm that children with ASD have difficulties in developing reading skills. In all school years students had below-average scores in comparison with children with normal reading skills, especially on tests that required text comprehension. This suggests that students with ASD develop the memorization of letters and words more easily than the comprehension of their meanings, as well as the meanings of sentences composed with those words. However, some students achieved results similar to the test normative sample, especially the older ones. Socioeconomic status had no effect on the results. The difficulties in the development of reading skills presented by children with ASD indicate the need for teachers' pedagogical organization to favor individual skills and competences.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71240299","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 inserts in a debate about Education Rights to students with disabilities attended in a common, school in historical- critical pedagogy, which is based in dialectical materialism. Using bibliographic and documentary analysis procedures (legislation), there is a historical-educational reflex. The history of Education in Brazil shows an elite service at the detriment of those who lived (and live) of manual labor. In the stream of normalized Education, the beginning of access to those who belonged to the elite can also be seen in the History of Special Education. It is only in the Federal Constitution of 1988 that Education as a right is advocated in Brazil, as a result of social movements, including, here, people with disabilities. Based on the concept of humanization, it is argued that the right to Education, to be effective, needs to guarantee full conditions of access to people and people with disabilities to schooling, understood as the process of transmission-appropriation of systematized knowledge, historically and collectively for humanity.
{"title":"O direito à educação na perspectiva da pedagogia histórico-crítica e a educação especial","authors":"A. Eloy, L. Coutinho","doi":"10.5902/1984686X41161","DOIUrl":"https://doi.org/10.5902/1984686X41161","url":null,"abstract":"This article inserts in a debate about Education Rights to students with disabilities attended in a common, school in historical- critical pedagogy, which is based in dialectical materialism. Using bibliographic and documentary analysis procedures (legislation), there is a historical-educational reflex. The history of Education in Brazil shows an elite service at the detriment of those who lived (and live) of manual labor. In the stream of normalized Education, the beginning of access to those who belonged to the elite can also be seen in the History of Special Education. It is only in the Federal Constitution of 1988 that Education as a right is advocated in Brazil, as a result of social movements, including, here, people with disabilities. Based on the concept of humanization, it is argued that the right to Education, to be effective, needs to guarantee full conditions of access to people and people with disabilities to schooling, understood as the process of transmission-appropriation of systematized knowledge, historically and collectively for humanity.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71240161","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}
Beatrícia da Silva Rossini Pereira, A. F. M. Cordeiro
This article refers to a study developed at the Master's Program in Education of the University of the Joinville Region - UNIVILLE, aiming to analyze how the teaching work in basic education is developed, considering the special education in the province of Cordoba. Two special education technicians from the Ministry of Education of Cordoba and two special education teachers, all from Cordoba Province, participated in the research. Methodological procedures included bibliographic and documentary research, semi-structured interview and online questionnaire with open and closed questions. The results show that the participants have specific training in the special education area, working in both special and regular schools. Its duties include attention, counseling and guidance, training for teachers and family members, as well as working together with the teacher of the common school to support the integration of students with disabilities. Also noteworthy are the legally guaranteed working conditions and the reality pointed out by teachers in their practice. The collaborative work with the common school teacher and the accountability of all actors in the integration process are relevant points and emphasized both in the teachers' speech and in the current legislation.
{"title":"As atribuições do “Docente de apoio à integração” para a inclusão do estudante com deficiência na educação básica na província de Córdoba, Argentina","authors":"Beatrícia da Silva Rossini Pereira, A. F. M. Cordeiro","doi":"10.5902/1984686X41420","DOIUrl":"https://doi.org/10.5902/1984686X41420","url":null,"abstract":"This article refers to a study developed at the Master's Program in Education of the University of the Joinville Region - UNIVILLE, aiming to analyze how the teaching work in basic education is developed, considering the special education in the province of Cordoba. Two special education technicians from the Ministry of Education of Cordoba and two special education teachers, all from Cordoba Province, participated in the research. Methodological procedures included bibliographic and documentary research, semi-structured interview and online questionnaire with open and closed questions. The results show that the participants have specific training in the special education area, working in both special and regular schools. Its duties include attention, counseling and guidance, training for teachers and family members, as well as working together with the teacher of the common school to support the integration of students with disabilities. Also noteworthy are the legally guaranteed working conditions and the reality pointed out by teachers in their practice. The collaborative work with the common school teacher and the accountability of all actors in the integration process are relevant points and emphasized both in the teachers' speech and in the current legislation.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47587200","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}
Autists have come to higher education and are facing challenges. The aim of this research was to identify, from the point of view of the student with Autistic Spectrum Disorder (ASD) the process of adaptation to the university, the difficulties faced the strategies used and the resources offered by the universities. The qualitative descriptive exploratory research was approved by the Human Research Ethics Committee and conducted through three Focus Groups with autists who attended higher education. The results showed that, in adapting to the university, they faced difficulties related to stigma, lack of knowledge of ASD by the academic community, and difficulties caused by the characteristics of ASD, such as sensory and emotional overload. As an adaptation strategy, three participants chose to communicate the diagnosis to the higher education institution, four reported preferring not to reveal the diagnosis. Participants reported difficulties in obtaining didactic-pedagogical adaptations, despite the existence of nuclei for this purpose. Although each autistic person demands specific interventions, the HEI needs to build mechanisms that welcome it and favor the inclusion process. Universal measures, available to the entire academic body, focused on promoting equity, upholding and valuing diversity, and educating the campus community by providing information about ASD are necessary not only for the inclusion of the autistic, but for building a society fairer to everyone. Keywords : Inclusion; autism; college.
{"title":"Desafios da inclusão: a invisibilidade das pessoas com Transtorno do Espectro Autista no ensino superior","authors":"C. Aguilar, P. F. Rauli","doi":"10.5902/1984686X44082","DOIUrl":"https://doi.org/10.5902/1984686X44082","url":null,"abstract":"Autists have come to higher education and are facing challenges. The aim of this research was to identify, from the point of view of the student with Autistic Spectrum Disorder (ASD) the process of adaptation to the university, the difficulties faced the strategies used and the resources offered by the universities. The qualitative descriptive exploratory research was approved by the Human Research Ethics Committee and conducted through three Focus Groups with autists who attended higher education. The results showed that, in adapting to the university, they faced difficulties related to stigma, lack of knowledge of ASD by the academic community, and difficulties caused by the characteristics of ASD, such as sensory and emotional overload. As an adaptation strategy, three participants chose to communicate the diagnosis to the higher education institution, four reported preferring not to reveal the diagnosis. Participants reported difficulties in obtaining didactic-pedagogical adaptations, despite the existence of nuclei for this purpose. Although each autistic person demands specific interventions, the HEI needs to build mechanisms that welcome it and favor the inclusion process. Universal measures, available to the entire academic body, focused on promoting equity, upholding and valuing diversity, and educating the campus community by providing information about ASD are necessary not only for the inclusion of the autistic, but for building a society fairer to everyone. Keywords : Inclusion; autism; college.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47981472","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 Brazilian proposal for Inclusive Education has resulted in the growing access of students with disabilities to regular schools. As a result, the Brazilian educational system has changed significantly in terms of attending to these students. The Special Education Service (SES) is characterized as one of the inclusion strategies foreseen by the National Policy of Special Education in the Perspective of Inclusive Education. This article shows a research that aimed to understand the professional challenges and the effects of subjectivation produced by the Special Education policies with regard to SES. The research problem that led to the study is: How are teachers challenged to operationalize the National Policy on Special Education regarding to Special Education Service (SES)? For this study, teachers working in SES were interviewed in schools and early childhood centers in western of Santa Catarina state. The empirical material generated through narrative interviews was examined by the perspective of discourse analysis, supported by Foucaultian references. The study showed how legal discourses have operated on the subjectivation and governance of teachers working in SES. Inclusive discourses present in school institutions and public inclusion policies appear as a way of governing populations, seeking the control and management of risk, as well as the subjectification of individuals. However, advances in the field of inclusive education are recognized, and, even if there is a need to stress their paradoxes, it is essential to intensify the inclusion process.
{"title":"Desafios docentes para a atuação no Atendimento Educacional Especializado","authors":"J. D. B. Possa, Tania Mara Zancanaro Pieczkowski","doi":"10.5902/1984686X36231","DOIUrl":"https://doi.org/10.5902/1984686X36231","url":null,"abstract":"The Brazilian proposal for Inclusive Education has resulted in the growing access of students with disabilities to regular schools. As a result, the Brazilian educational system has changed significantly in terms of attending to these students. The Special Education Service (SES) is characterized as one of the inclusion strategies foreseen by the National Policy of Special Education in the Perspective of Inclusive Education. This article shows a research that aimed to understand the professional challenges and the effects of subjectivation produced by the Special Education policies with regard to SES. The research problem that led to the study is: How are teachers challenged to operationalize the National Policy on Special Education regarding to Special Education Service (SES)? For this study, teachers working in SES were interviewed in schools and early childhood centers in western of Santa Catarina state. The empirical material generated through narrative interviews was examined by the perspective of discourse analysis, supported by Foucaultian references. The study showed how legal discourses have operated on the subjectivation and governance of teachers working in SES. Inclusive discourses present in school institutions and public inclusion policies appear as a way of governing populations, seeking the control and management of risk, as well as the subjectification of individuals. However, advances in the field of inclusive education are recognized, and, even if there is a need to stress their paradoxes, it is essential to intensify the inclusion process.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71239776","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 research aimed to evaluate a training program in basic self-help techniques in school environments. The study participant was a 13-year-old teenager with congenital blindness who was enrolled in the 6th grade of elementary school. The study was characterized as quasi-experimental research and was based on three distinct steps: 1) pre-test; 2) interventions; and 3) post-test. The instruments used to evaluate these steps were the protocols for the evaluation of basic self-help techniques. The assessments took place in three environments: a video room, a reading room, and a parking lot. Data analysis was quantitative for student performance during pre-test and post-test and qualitative for the description of interventions. The pre-test results indicated that the student demonstrated all behaviors characterized as basic among the proposed techniques. However, the participant did not demonstrate most behaviors considered specific. The interventions focused on instructional and training behaviors that the student did not perform and/or performed poorly in the pre-test. The strategy for interventions used verbal and physical instructions, kinesthetic models, and positive feedback. Post-test results indicated that the student was able to demonstrate most of the proposed behaviors naturally and safely in all environments. The analysis concluded that the main success factors in instruction, training, and evaluation of the proposed techniques were as follows: the systematization of the program along with the quasi-experimental design; video recording and detailed record-keeping; the deliberate application of the teaching strategies; identification of student characteristics for more effective learning.
{"title":"Técnicas básicas de autoajuda para a locomoção de alunos cegos em ambientes escolares: proposta de treinamento e avaliação","authors":"Loiane Maria Zengo Orbolato, E. J. Manzini","doi":"10.5902/1984686X41513","DOIUrl":"https://doi.org/10.5902/1984686X41513","url":null,"abstract":"The research aimed to evaluate a training program in basic self-help techniques in school environments. The study participant was a 13-year-old teenager with congenital blindness who was enrolled in the 6th grade of elementary school. The study was characterized as quasi-experimental research and was based on three distinct steps: 1) pre-test; 2) interventions; and 3) post-test. The instruments used to evaluate these steps were the protocols for the evaluation of basic self-help techniques. The assessments took place in three environments: a video room, a reading room, and a parking lot. Data analysis was quantitative for student performance during pre-test and post-test and qualitative for the description of interventions. The pre-test results indicated that the student demonstrated all behaviors characterized as basic among the proposed techniques. However, the participant did not demonstrate most behaviors considered specific. The interventions focused on instructional and training behaviors that the student did not perform and/or performed poorly in the pre-test. The strategy for interventions used verbal and physical instructions, kinesthetic models, and positive feedback. Post-test results indicated that the student was able to demonstrate most of the proposed behaviors naturally and safely in all environments. The analysis concluded that the main success factors in instruction, training, and evaluation of the proposed techniques were as follows: the systematization of the program along with the quasi-experimental design; video recording and detailed record-keeping; the deliberate application of the teaching strategies; identification of student characteristics for more effective learning.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49491895","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 present study aimed to analyze the effects of the adapted Nine Men's Morris game on the performance of the manipulative skills of a 14-year-old student with cerebral palsy, in addition to describing the stages of the adaptation process. Given this, a single-subject ABAB withdrawal or reversal design was used, to assess behavior through the application and sequential withdrawal of the intervention. The research was divided into the following stages: 1) Game selection; 2) Baseline; 3) Game adaptation; 4) Intervention. A case record form was used as a data collection instrument. It contained the response variables with a score from zero to three, with the following assessment items: Movement accuracy; Range of movement; Hand capacity, and Movement speed. All sessions were filmed for the case record form to be scored after the sessions with the participant. The data were represented in graphs, separated by variables, with the descriptions of the adaptations made. As a result, the participant achieved significant improvements in all variables comprised of the manipulative skills. However, when adaptations were introduced, the scores increased, and when the intervention was withdrawn, the percentages decreased, showing a functional relationship between the independent variable (adapted Nine Men's Morris game) and the dependent variables (manipulative skills). Thus, it is concluded that the adapted Nine Men's Morris game was effective in terms of the manipulative skills of the student with cerebral palsy, promoting her autonomy during the game.
{"title":"Adaptação do jogo trilha no desempenho das habilidades manipulativas de uma estudante com paralisia cerebral","authors":"T. M. Santos, M. S. Junior, Viviane Rodrigues","doi":"10.5902/1984686X44023","DOIUrl":"https://doi.org/10.5902/1984686X44023","url":null,"abstract":"The present study aimed to analyze the effects of the adapted Nine Men's Morris game on the performance of the manipulative skills of a 14-year-old student with cerebral palsy, in addition to describing the stages of the adaptation process. Given this, a single-subject ABAB withdrawal or reversal design was used, to assess behavior through the application and sequential withdrawal of the intervention. The research was divided into the following stages: 1) Game selection; 2) Baseline; 3) Game adaptation; 4) Intervention. A case record form was used as a data collection instrument. It contained the response variables with a score from zero to three, with the following assessment items: Movement accuracy; Range of movement; Hand capacity, and Movement speed. All sessions were filmed for the case record form to be scored after the sessions with the participant. The data were represented in graphs, separated by variables, with the descriptions of the adaptations made. As a result, the participant achieved significant improvements in all variables comprised of the manipulative skills. However, when adaptations were introduced, the scores increased, and when the intervention was withdrawn, the percentages decreased, showing a functional relationship between the independent variable (adapted Nine Men's Morris game) and the dependent variables (manipulative skills). Thus, it is concluded that the adapted Nine Men's Morris game was effective in terms of the manipulative skills of the student with cerebral palsy, promoting her autonomy during the game.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48983227","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}
Ailton Barcelos da Costa, M. S. C. A. Gil, N. C. Elias
This work aimed to characterize empirical studies on the teaching of mathematical repertoires for different populations, including people with visual impairments, carried out in the behavioral approach, in open access publications of national and international scientific literature, between the years 2001 and 2016. This approach studies human and non-human behavior in their interactions with the environment. The literature survey took place in three stages with the inclusion criteria: 1) behavioral approach to studies on the teaching of mathematical repertoires for people with visual impairments, 2) behavioral approach to studies on the teaching of mathematical repertoires for any population; 3) teaching mathematical repertoires for people with visual impairments, regardless of conceptual orientation. In the first stage there were no publications and in the second and third stages11 articles were examined in each one (22). In the 11 articles of the second stage there was a predominance of publications on mathematics for students with typical development, in the stimulus equivalence model, with predominant procedures for choosing according to the model. In the 11 articles in the third stage, the concrete materials were among the main mathematical literacy strategies for people with visual impairments. It is noteworthy that the mathematical content selected in the researches comprised predominantly basic mathematics that is part of the regular curriculum of Elementary School I. Two publications dealt with mathematical content for high school. What was found in the publications was the predominance of mathematical content related to the concepts of basic mathematics, but few studies involving counting and measurement.
{"title":"Ensino de matemática para pessoas com deficiência visual: uma análise de literatura","authors":"Ailton Barcelos da Costa, M. S. C. A. Gil, N. C. Elias","doi":"10.5902/1984686X39191","DOIUrl":"https://doi.org/10.5902/1984686X39191","url":null,"abstract":"This work aimed to characterize empirical studies on the teaching of mathematical repertoires for different populations, including people with visual impairments, carried out in the behavioral approach, in open access publications of national and international scientific literature, between the years 2001 and 2016. This approach studies human and non-human behavior in their interactions with the environment. The literature survey took place in three stages with the inclusion criteria: 1) behavioral approach to studies on the teaching of mathematical repertoires for people with visual impairments, 2) behavioral approach to studies on the teaching of mathematical repertoires for any population; 3) teaching mathematical repertoires for people with visual impairments, regardless of conceptual orientation. In the first stage there were no publications and in the second and third stages11 articles were examined in each one (22). In the 11 articles of the second stage there was a predominance of publications on mathematics for students with typical development, in the stimulus equivalence model, with predominant procedures for choosing according to the model. In the 11 articles in the third stage, the concrete materials were among the main mathematical literacy strategies for people with visual impairments. It is noteworthy that the mathematical content selected in the researches comprised predominantly basic mathematics that is part of the regular curriculum of Elementary School I. Two publications dealt with mathematical content for high school. What was found in the publications was the predominance of mathematical content related to the concepts of basic mathematics, but few studies involving counting and measurement.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48037169","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}
From a documental analysis, this paper aims to systematize, discuss and problematize the investments made in teacher education for deaf education. The research considers the 20 years since the publication of the document “The education the deaf want”, written by representatives of the deaf community in the meeting held before the Fifth Latin-American Congress of Bilingual Education in 1999. The main argument is grounded on the understanding that investments in deaf education, for excellence, are practices of government acting differently on subjects’ lives. From the analysis of data on investments in teacher education for deaf education, it is possible to perceive a ricochet effect. Even though the policies reckon the demands of the deaf community and the deaf subjects’ linguistic and cultural differences, they enforce the school inclusion policy. In other words, they rebound on the bilingual educational practices provided by the school inclusion policy. Hence, regarding the demands of the deaf community for respect for their difference, State investments seem to be increasingly strengthening the need for school inclusion.
{"title":"Formação docente e educação de surdos no Brasil : desafios para uma proposta educacional bilíngue","authors":"G. Kraemer, L. Lopes, Virgínia Maria Zilio","doi":"10.5902/1984686X40063","DOIUrl":"https://doi.org/10.5902/1984686X40063","url":null,"abstract":"From a documental analysis, this paper aims to systematize, discuss and problematize the investments made in teacher education for deaf education. The research considers the 20 years since the publication of the document “The education the deaf want”, written by representatives of the deaf community in the meeting held before the Fifth Latin-American Congress of Bilingual Education in 1999. The main argument is grounded on the understanding that investments in deaf education, for excellence, are practices of government acting differently on subjects’ lives. From the analysis of data on investments in teacher education for deaf education, it is possible to perceive a ricochet effect. Even though the policies reckon the demands of the deaf community and the deaf subjects’ linguistic and cultural differences, they enforce the school inclusion policy. In other words, they rebound on the bilingual educational practices provided by the school inclusion policy. Hence, regarding the demands of the deaf community for respect for their difference, State investments seem to be increasingly strengthening the need for school inclusion.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71240223","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}
Luiz Alexandre da Silva Rosado, Cristiane Correia Taveira
The expansion of sign languages in digital spaces is recent. This growth is partly due to the increasingly accessible means of video production (cameras and video editing software), and the large-scale storage and access resources through online digital video repositories that have risen in fifteen years. In addition to the interpreter's window and the yellow captions , aiming to contribute to new productions, the article presents the mapping of 13 innovative visual solutions based on the analysis undertaken by the research group “Education, media and deaf community” of 24 digital videos in which sign language is predominant. Among the distinguishing marks of these visual solutions are (1) the original variation of one or more properties of the basic elements of the visual composition, (2) the original relationship of the basic element with some information that would only be identified by a non-deaf person and (3) the emphases that visually complement both feelings and information expressed by the actor / interpreter, whether signaling or verbalizing. We hope that with this detail, in addition to new research on unusual visual solutions, these that we have mapped will also be replicated in future video productions aimed at the deaf community.
{"title":"Soluções visuais atípicas em vídeos digitais em línguas de sinais: proposta de um catálogo para os produtores de vídeo","authors":"Luiz Alexandre da Silva Rosado, Cristiane Correia Taveira","doi":"10.5902/1984686X44073","DOIUrl":"https://doi.org/10.5902/1984686X44073","url":null,"abstract":"The expansion of sign languages in digital spaces is recent. This growth is partly due to the increasingly accessible means of video production (cameras and video editing software), and the large-scale storage and access resources through online digital video repositories that have risen in fifteen years. In addition to the interpreter's window and the yellow captions , aiming to contribute to new productions, the article presents the mapping of 13 innovative visual solutions based on the analysis undertaken by the research group “Education, media and deaf community” of 24 digital videos in which sign language is predominant. Among the distinguishing marks of these visual solutions are (1) the original variation of one or more properties of the basic elements of the visual composition, (2) the original relationship of the basic element with some information that would only be identified by a non-deaf person and (3) the emphases that visually complement both feelings and information expressed by the actor / interpreter, whether signaling or verbalizing. We hope that with this detail, in addition to new research on unusual visual solutions, these that we have mapped will also be replicated in future video productions aimed at the deaf community.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48528092","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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