Through the analysis of texts dealing with disability dating from the twentieth century, the present article sought to recover four terminologies used in the discourse to name deficiencies: idiots, imbeciles, cretins and retarded people. Based on an analytical-reconstructive methodology, the research that originated the text, used documentary sources and thematic bibliographic revision to search for the etymological origin of the referred terms and the reasons for its application by Science. Otherwise, the text seeks to problematize the implications of such terminologies in the treatment and social insertion of the affected individuals, and for that, the contributions of Michel Foucault as a starting point for a critical analysis of the discourse on disability were used. Considering that the discussion of names and adjectives assumes a connotation that goes beyond mere semantic construction, the text concludes that the categories of abnormality used by science throughout the twentieth century, either by its discursive production trajectory or by its condition of materiality, warns of the need to think carefully about the actions and discourses that emerge in the encounter with the disabled subjects.
{"title":"O ordenamento discursivo sobre a deficiência no Brasil: algumas considerações","authors":"Rosimar Serena Siqueira Esquinsani, Jarbas Dametto","doi":"10.5902/1984686x37799","DOIUrl":"https://doi.org/10.5902/1984686x37799","url":null,"abstract":"Through the analysis of texts dealing with disability dating from the twentieth century, the present article sought to recover four terminologies used in the discourse to name deficiencies: idiots, imbeciles, cretins and retarded people. Based on an analytical-reconstructive methodology, the research that originated the text, used documentary sources and thematic bibliographic revision to search for the etymological origin of the referred terms and the reasons for its application by Science. Otherwise, the text seeks to problematize the implications of such terminologies in the treatment and social insertion of the affected individuals, and for that, the contributions of Michel Foucault as a starting point for a critical analysis of the discourse on disability were used. Considering that the discussion of names and adjectives assumes a connotation that goes beyond mere semantic construction, the text concludes that the categories of abnormality used by science throughout the twentieth century, either by its discursive production trajectory or by its condition of materiality, warns of the need to think carefully about the actions and discourses that emerge in the encounter with the disabled subjects.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71239431","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}
Carla Marielly Rosa, Cátia Silene Carrazoni Lopes Viçosa, V. Folmer, A. Salgueiro
Inclusion in Higher Education is one of the challenges of education in the 21st century. This research aimed to evaluate the perceptions of undergraduate students about inclusion in Higher Education using audio-text as a problematic instrument. Twenty-one students from the Natural Sciences undergraduate course enrolled in the curricular component: Reading and Textual Productions participated in this research. Based on qualitative research methodology, through action research, a project on inclusive practices and Technologies was developed. Among the results, teacher education was the one of the aspects identified as a key point for the quality of the inclusive process as well as the condition of accessibility and permanence of students with disabilities in Higher Education. In this way, we consider that provocations like the during undergraduate courses are important exercise for the construction of critical thinking and inclusive actions. For this, in addition to being reflective teachers need to be proactive in finding new ways and solutions. In this sense, problematization, research and action, are one the way since teacher training.
{"title":"Inclusão no Ensino Superior e o uso de Tecnologias Assistivas: uma avaliação com base nas percepções de discentes de licenciatura","authors":"Carla Marielly Rosa, Cátia Silene Carrazoni Lopes Viçosa, V. Folmer, A. Salgueiro","doi":"10.5902/1984686x41129","DOIUrl":"https://doi.org/10.5902/1984686x41129","url":null,"abstract":"Inclusion in Higher Education is one of the challenges of education in the 21st century. This research aimed to evaluate the perceptions of undergraduate students about inclusion in Higher Education using audio-text as a problematic instrument. Twenty-one students from the Natural Sciences undergraduate course enrolled in the curricular component: Reading and Textual Productions participated in this research. Based on qualitative research methodology, through action research, a project on inclusive practices and Technologies was developed. Among the results, teacher education was the one of the aspects identified as a key point for the quality of the inclusive process as well as the condition of accessibility and permanence of students with disabilities in Higher Education. In this way, we consider that provocations like the during undergraduate courses are important exercise for the construction of critical thinking and inclusive actions. For this, in addition to being reflective teachers need to be proactive in finding new ways and solutions. In this sense, problematization, research and action, are one the way since teacher training.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71240107","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 theme of work related to subjects with disabilities allows problematization with respect to the marks of difference inscribed on their bodies, which, in turn, give the possibility to discuss speeches about the appearance and capabilities of these subjects. When considering that the world of work brings the possibility of subjectivations through positive and/or negative experiences, we ask the following research question: How are bodies marked by disability perceived in the world of work? This article aims to discuss the issue of the insertion of people with disabilities in the labor market in order to understand what are the discourses that intend this process. As a methodology, from a Foucauldian perspective and discourse analysis, we present images previously selected on the web, by Ricardo Ferraz, to exemplify work experiences that can be experienced by a person with physical disability (wheelchair). The results make it possible to think about the impasses that people with disabilities often experience within the labor market, being often perceived by the idea of lack, abnormality, as well as relating the appearance of disability to the limitations of their abilities. As possibilities, we highlight the media discourse as the instigator of possible new and encouraged behaviors by opinion makers, adding to the social discourse that resists not accepting less qualified functions to the subjects that occupy the quotas.
{"title":"Sujeitos com deficiência no mundo do trabalho: discursos que marcam aparências e, por sua vez, capacidades?","authors":"S. M. Uhmann, Maria Simone Vione Schwengber","doi":"10.5902/1984686x32843","DOIUrl":"https://doi.org/10.5902/1984686x32843","url":null,"abstract":"The theme of work related to subjects with disabilities allows problematization with respect to the marks of difference inscribed on their bodies, which, in turn, give the possibility to discuss speeches about the appearance and capabilities of these subjects. When considering that the world of work brings the possibility of subjectivations through positive and/or negative experiences, we ask the following research question: How are bodies marked by disability perceived in the world of work? This article aims to discuss the issue of the insertion of people with disabilities in the labor market in order to understand what are the discourses that intend this process. As a methodology, from a Foucauldian perspective and discourse analysis, we present images previously selected on the web, by Ricardo Ferraz, to exemplify work experiences that can be experienced by a person with physical disability (wheelchair). The results make it possible to think about the impasses that people with disabilities often experience within the labor market, being often perceived by the idea of lack, abnormality, as well as relating the appearance of disability to the limitations of their abilities. As possibilities, we highlight the media discourse as the instigator of possible new and encouraged behaviors by opinion makers, adding to the social discourse that resists not accepting less qualified functions to the subjects that occupy the quotas.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71238844","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}
M. L. Lunardi-Lazzarin, Anie Pereira Goularte Gomes, Camila Righi Medeiros Camillo
The present paper aims to understand the articulation between the concepts of culture and learning as a condition of possibility to think about the production of the deaf subject in the contemporary school setting. To address this issue, the analysis was grounded on data from a research carried out in 13 schools for the deaf in Rio Grande do Sul. From this analysis, which put in operation two possible key concepts – subjectification and pedagogical device – we selected 20 interviews with deaf students and 4 interviews with teachers from a group of 156 subjects. Based on the narratives, we approached the singularities and discursive recurrences that reach the notions of culture and learning in the process of schooling deaf people. It is in this amalgam of instituted truths that we problematized what has been produced about being deaf in the context of bilingual education, thus inferring as well as marking desires to be, learn and live.
{"title":"Experiências escolares, aprendizagem e cultura: produção do sujeito surdo no cenário da escola contemporânea","authors":"M. L. Lunardi-Lazzarin, Anie Pereira Goularte Gomes, Camila Righi Medeiros Camillo","doi":"10.5902/1984686x41272","DOIUrl":"https://doi.org/10.5902/1984686x41272","url":null,"abstract":"The present paper aims to understand the articulation between the concepts of culture and learning as a condition of possibility to think about the production of the deaf subject in the contemporary school setting. To address this issue, the analysis was grounded on data from a research carried out in 13 schools for the deaf in Rio Grande do Sul. From this analysis, which put in operation two possible key concepts – subjectification and pedagogical device – we selected 20 interviews with deaf students and 4 interviews with teachers from a group of 156 subjects. Based on the narratives, we approached the singularities and discursive recurrences that reach the notions of culture and learning in the process of schooling deaf people. It is in this amalgam of instituted truths that we problematized what has been produced about being deaf in the context of bilingual education, thus inferring as well as marking desires to be, learn and live.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47320186","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}
Sarah Cecílio Fonseca, Maria Nivalda de Carvalho-Freitas, Beatriz André Alves
The article aims to report action research conducted with groups of mothers of people with intellectual disabilities, aiming to contribute to the improvement in the quality of life and the re - signification of their life projects. The action research was fulfilled with two groups, and in one of them 24 meetings were held during eight months, and in the other, 12 meetings were held during four months. All the meetings were recorded through systematic observations. An analysis of content and main group phenomena, as well as evaluation of perception of change, after completion of the experiment was also developed. At the beginning of the research, there was resistance on the part of the mothers in relation to the project of life as a consequence of little some difficulties in relation to the capacity their children.That is, it was observed that the mothers offered little possibilities for their children to develop autonomy and independence for activities of the daily life, causing them to be overloaded while caregivers. Thus, the focus of the action research was to discuss concrete activities that could generate autonomy, considering the limits and possibilities of the children and questions related to the subjective experiences of the mothers, taking as a trigger the Inventory of Independent Living Skills. It was found that the reflection on the daily activities of the children, on ways of stimulation for greater independence and on strategies that could be used for the child to develop certain behavior, besides reducing the overload, is a life project for mothers.
{"title":"Investigação-ação com mães de pessoas com deficiência intelectual: a redução da sobrecarga como um projeto de vida","authors":"Sarah Cecílio Fonseca, Maria Nivalda de Carvalho-Freitas, Beatriz André Alves","doi":"10.5902/1984686x40373","DOIUrl":"https://doi.org/10.5902/1984686x40373","url":null,"abstract":"The article aims to report action research conducted with groups of mothers of people with intellectual disabilities, aiming to contribute to the improvement in the quality of life and the re - signification of their life projects. The action research was fulfilled with two groups, and in one of them 24 meetings were held during eight months, and in the other, 12 meetings were held during four months. All the meetings were recorded through systematic observations. An analysis of content and main group phenomena, as well as evaluation of perception of change, after completion of the experiment was also developed. At the beginning of the research, there was resistance on the part of the mothers in relation to the project of life as a consequence of little some difficulties in relation to the capacity their children.That is, it was observed that the mothers offered little possibilities for their children to develop autonomy and independence for activities of the daily life, causing them to be overloaded while caregivers. Thus, the focus of the action research was to discuss concrete activities that could generate autonomy, considering the limits and possibilities of the children and questions related to the subjective experiences of the mothers, taking as a trigger the Inventory of Independent Living Skills. It was found that the reflection on the daily activities of the children, on ways of stimulation for greater independence and on strategies that could be used for the child to develop certain behavior, besides reducing the overload, is a life project for mothers.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530257","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}
Josilene Domingues Santos Pereira, F. Koga, R. A. Rangni
The identification of people with high abilities (PHA), although it is a widely discussed theme in the academic environment, has been characterized as a complex and challenging process, especially in the school context, due to the lack of validated instruments and the educators training in what concerns the identification and care of PHA. The objectives of this study were: (i) to characterize the scientific production on High Abilities (HA) in the Special Education Journal of the Federal University of Santa Maria- Brazil, in relation to the temporal distribution, the type of scientific production, the authorship, the institutional linkage, and the themes; (ii) to analyze the empirical researches on PHA identification according to the method, procedures, instruments, and results. For this, a bibliographic research and qualitative and quantitative analysis of the published papers from 2000 to 2018 were performed. The results showed that there is a limited production (56) on HA at the journal with twelve (12) papers on identification of PHA. Of this total, only eight (n = 8) were empirical studies. In addition, it was found, mainly, that there were: (i) increasing in the number of published papers on HA varying in ascendancy and decline during the surveyed period; (ii) higher index of publications in some themes;(iii) methodological weaknesses in studies published due to gaps in the selection and characterization of participants, description of collection and data analysis procedures. It is concluded that it is necessary to conduct more empirical researches with / about this Special Education public and to develop studies with more methodological rigor.
{"title":"Identificação de Altas Habilidades em artigos publicados na Revista Educação Especial","authors":"Josilene Domingues Santos Pereira, F. Koga, R. A. Rangni","doi":"10.5902/1984686x39764","DOIUrl":"https://doi.org/10.5902/1984686x39764","url":null,"abstract":"The identification of people with high abilities (PHA), although it is a widely discussed theme in the academic environment, has been characterized as a complex and challenging process, especially in the school context, due to the lack of validated instruments and the educators training in what concerns the identification and care of PHA. The objectives of this study were: (i) to characterize the scientific production on High Abilities (HA) in the Special Education Journal of the Federal University of Santa Maria- Brazil, in relation to the temporal distribution, the type of scientific production, the authorship, the institutional linkage, and the themes; (ii) to analyze the empirical researches on PHA identification according to the method, procedures, instruments, and results. For this, a bibliographic research and qualitative and quantitative analysis of the published papers from 2000 to 2018 were performed. The results showed that there is a limited production (56) on HA at the journal with twelve (12) papers on identification of PHA. Of this total, only eight (n = 8) were empirical studies. In addition, it was found, mainly, that there were: (i) increasing in the number of published papers on HA varying in ascendancy and decline during the surveyed period; (ii) higher index of publications in some themes;(iii) methodological weaknesses in studies published due to gaps in the selection and characterization of participants, description of collection and data analysis procedures. It is concluded that it is necessary to conduct more empirical researches with / about this Special Education public and to develop studies with more methodological rigor.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71240215","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 inclusion of all students in the regular education creates the discussion: how can teachers promote their routine? This article is part of a larger study, and its aim is to identify how teachers interact with students who have non-speaking disability. Ten regular teachers, from 1st to 5th year, participated in the study. As instruments of research, the semi-structured interview and the Protocolo de Habilidades Comunicativas (Communicative Skills Protocol) were used. The data were transcribed and analyzed, according to the proposed objective. Themes and sub-themes were established. Among them, the subtheme Pedagogical routine in the classroom, was the main subject of the study. This subtheme was part of the theme Mediation of the teacher, to which this study was directed. The results showed that the communication abilities presented by the non-speaking student brings challenges to teachers in their mediation proposal. Such data suggest discussions that can contribute not only to the mediations carried out by the teacher, but can also promote solid researches in the school routine, in order to have clear objectives in the development of students' knowledge. This study concluded that teachers need to develop a pedagogical mediation plan that can contribute to the learning of such students. It indicated that the planning of the pedagogical mediation by teachers of the regular education is important to eliminate barriers that can interfere in the pedagogical routine of the classroom, in the communication and in the education of the student with non-speaking students.
{"title":"Mediações pedagógicas com alunos com deficiência e necessidade complexa de comunicação: percepção dos professores","authors":"Vanessa Calciolari Rigoletti, Débora Deliberato","doi":"10.5902/1984686x37968","DOIUrl":"https://doi.org/10.5902/1984686x37968","url":null,"abstract":"The inclusion of all students in the regular education creates the discussion: how can teachers promote their routine? This article is part of a larger study, and its aim is to identify how teachers interact with students who have non-speaking disability. Ten regular teachers, from 1st to 5th year, participated in the study. As instruments of research, the semi-structured interview and the Protocolo de Habilidades Comunicativas (Communicative Skills Protocol) were used. The data were transcribed and analyzed, according to the proposed objective. Themes and sub-themes were established. Among them, the subtheme Pedagogical routine in the classroom, was the main subject of the study. This subtheme was part of the theme Mediation of the teacher, to which this study was directed. The results showed that the communication abilities presented by the non-speaking student brings challenges to teachers in their mediation proposal. Such data suggest discussions that can contribute not only to the mediations carried out by the teacher, but can also promote solid researches in the school routine, in order to have clear objectives in the development of students' knowledge. This study concluded that teachers need to develop a pedagogical mediation plan that can contribute to the learning of such students. It indicated that the planning of the pedagogical mediation by teachers of the regular education is important to eliminate barriers that can interfere in the pedagogical routine of the classroom, in the communication and in the education of the student with non-speaking students.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47072181","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}
Ana Carolina Wolff Mota, Mauro Luís Vieira, Adriano Henrique Nuernberg
Indivíduos diagnosticados com Transtorno do Espectro do Autismo (TEA) apresentam comprometimento qualitativo para interagir socialmente de forma recíproca, para discriminar o sentido social das experiências com outros e, por conseguinte, prejuízo significativo no processo de desenvolvimento de habilidades sociocomunicativas. Sinais de autismo podem ser identificados desde o primeiro ano de vida, o que representa possibilidade de iniciar intervenção precoce – sendo esta um importante preditor na recuperação funcional desse transtorno do neurodesenvolvimento. O objetivo do presente estudo é revisar, na literatura científica, procedimentos de intervenção comportamentais e de desenvolvimento intensivas e precoce, em crianças diagnosticadas com TEA, que revelem evidência de resultados. Foram pesquisadas cinco bases de dados internacionais, nas áreas de saúde e educação, como fontes da busca, quais sejam: a) Web of Science; b) Scopus; c) PsycInfo; d) Eric; e, e) BVS. A partir disso, foram selecionados 95 artigos a partir dos critérios de inclusão adotados e identificou-se que as principais áreas de desenvolvimento-alvos das intervenções são habilidades de comunicação, interação social e cognição; o tempo médio pode variar, contudo, a recomendação é de que haja intensidade de, no mínimo, 3 horas por dia; os contextos de intervenção variam e envolvem predominantemente ambientes clínicos ou domésticos, cujos agentes de intervenção são técnicos e pais. Quanto aos ingredientes ativos nos efeitos das intervenções, quanto mais nova a criança e mais alto for o QI, maior a probabilidade de desfechos favoráveis na intervenção; em relação aos principais indicadores de qualidade, os programas são avaliados a partir de ganhos nas habilidades cognitivas, de linguagem, adaptativas e sociais. Tais resultados podem ser convertidas em diretrizes na implementação de programas de intervenção precoce para crianças com autismo.
{"title":"Programas de intervenções comportamentais e de desenvolvimento intensivas precoces para crianças com TEA: uma revisão de literatura","authors":"Ana Carolina Wolff Mota, Mauro Luís Vieira, Adriano Henrique Nuernberg","doi":"10.5902/1984686X41167","DOIUrl":"https://doi.org/10.5902/1984686X41167","url":null,"abstract":"Indivíduos diagnosticados com Transtorno do Espectro do Autismo (TEA) apresentam comprometimento qualitativo para interagir socialmente de forma recíproca, para discriminar o sentido social das experiências com outros e, por conseguinte, prejuízo significativo no processo de desenvolvimento de habilidades sociocomunicativas. Sinais de autismo podem ser identificados desde o primeiro ano de vida, o que representa possibilidade de iniciar intervenção precoce – sendo esta um importante preditor na recuperação funcional desse transtorno do neurodesenvolvimento. O objetivo do presente estudo é revisar, na literatura científica, procedimentos de intervenção comportamentais e de desenvolvimento intensivas e precoce, em crianças diagnosticadas com TEA, que revelem evidência de resultados. Foram pesquisadas cinco bases de dados internacionais, nas áreas de saúde e educação, como fontes da busca, quais sejam: a) Web of Science; b) Scopus; c) PsycInfo; d) Eric; e, e) BVS. A partir disso, foram selecionados 95 artigos a partir dos critérios de inclusão adotados e identificou-se que as principais áreas de desenvolvimento-alvos das intervenções são habilidades de comunicação, interação social e cognição; o tempo médio pode variar, contudo, a recomendação é de que haja intensidade de, no mínimo, 3 horas por dia; os contextos de intervenção variam e envolvem predominantemente ambientes clínicos ou domésticos, cujos agentes de intervenção são técnicos e pais. Quanto aos ingredientes ativos nos efeitos das intervenções, quanto mais nova a criança e mais alto for o QI, maior a probabilidade de desfechos favoráveis na intervenção; em relação aos principais indicadores de qualidade, os programas são avaliados a partir de ganhos nas habilidades cognitivas, de linguagem, adaptativas e sociais. Tais resultados podem ser convertidas em diretrizes na implementação de programas de intervenção precoce para crianças com autismo.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47617453","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}
Livía Caroline Nunes do Nascimento, Luna Mares Lopes de Oliveira, D. Nogueira, E. Andrade, Layane Ferreira Feitoza
A deficiencia intelectual (DI) e caracterizada por limitacoes significativas em funcionamento intelectual e em habilidades adaptativas. A sindrome de Down (SD) e uma condicao humana geneticamente determinada com caracteristicas proprias. O objetivo deste estudo foi avaliar a composicao corporal associada ao risco de surgimento de comorbidades cardiovasculares e metabolicas em estudantes adultos com DI leve e moderada e SD, em uma instituicao publica do municipio de Porto Velho-RO. Trata-se de um estudo do tipo transversal, com analise quantitativa dos dados, no qual foram coletados peso e altura dos participantes para posterior calculo do Indice de Massa Corporal (IMC), bem como a verificacao das circunferencias do braco, cintura, quadril e dobras cutâneas (subescapular, supra iliaca, bicipital e tricipital) para a analise do percentual de gordura corporal. Pesquisa realizada com 34 alunos, sendo 21 do genero masculino e 13 do feminino. Destes, 85% diagnosticados com DI e 15% com SD. Verificou-se que os alunos com DI eram mais altos que os SD, no entanto estes ultimos apresentaram IMC mais elevado. Quanto ao risco de doencas cardiovasculares e metabolicas, pelas medidas de circunferencia da cintura e relacao cintura-quadril, os alunos com SD foram classificados com risco muito elevado. A massa muscular avaliada pela circunferencia muscular do braco (CMB) apresentou maior prevalencia de ausencia de risco, embora uma parcela de alunos com DI tenha sido classificada com desnutricao leve por este indicador. Tanto a desnutricao quanto o excesso de peso devem ser levados em consideracao nas politicas de saude para alunos especiais.
{"title":"Composição corporal de estudantes adultos com deficiência intelectual e síndrome de Down","authors":"Livía Caroline Nunes do Nascimento, Luna Mares Lopes de Oliveira, D. Nogueira, E. Andrade, Layane Ferreira Feitoza","doi":"10.5902/1984686X35273","DOIUrl":"https://doi.org/10.5902/1984686X35273","url":null,"abstract":"A deficiencia intelectual (DI) e caracterizada por limitacoes significativas em funcionamento intelectual e em habilidades adaptativas. A sindrome de Down (SD) e uma condicao humana geneticamente determinada com caracteristicas proprias. O objetivo deste estudo foi avaliar a composicao corporal associada ao risco de surgimento de comorbidades cardiovasculares e metabolicas em estudantes adultos com DI leve e moderada e SD, em uma instituicao publica do municipio de Porto Velho-RO. Trata-se de um estudo do tipo transversal, com analise quantitativa dos dados, no qual foram coletados peso e altura dos participantes para posterior calculo do Indice de Massa Corporal (IMC), bem como a verificacao das circunferencias do braco, cintura, quadril e dobras cutâneas (subescapular, supra iliaca, bicipital e tricipital) para a analise do percentual de gordura corporal. Pesquisa realizada com 34 alunos, sendo 21 do genero masculino e 13 do feminino. Destes, 85% diagnosticados com DI e 15% com SD. Verificou-se que os alunos com DI eram mais altos que os SD, no entanto estes ultimos apresentaram IMC mais elevado. Quanto ao risco de doencas cardiovasculares e metabolicas, pelas medidas de circunferencia da cintura e relacao cintura-quadril, os alunos com SD foram classificados com risco muito elevado. A massa muscular avaliada pela circunferencia muscular do braco (CMB) apresentou maior prevalencia de ausencia de risco, embora uma parcela de alunos com DI tenha sido classificada com desnutricao leve por este indicador. Tanto a desnutricao quanto o excesso de peso devem ser levados em consideracao nas politicas de saude para alunos especiais.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71239044","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}
Simone Regina de Carvalho, P. Santos, António Moreira, A. Campos
Hospitalization in children suppresses social interaction and produces isolation. This situation requires the recognition of strategies aimed at overcoming this condition and favoring inclusion. In this sense, the use of multimedia resources can be presented as a facilitating strategy, contributing to the interaction of children in their social environment. The objective of this work is to delineate the research related to the use of multimedia resources for children, adolescents, parents, and caregivers in a hospital context. This is an integrative review structured in the following stages: definition of the research question, establishment of inclusion and exclusion criteria in the literature search, definition of the information to be extracted from the studies, evaluation of included studies, interpretation of the results and synthesis of the data. The articles were surveyed in the databases PUBMED, B-ON, SCOPUS e Web of Science, adopting the descriptors multimedia, children and hospital in the period between 2013 and 2019. From the exclusion criteria and based on the analysis of the title and abstract, 19 articles were assigned to compose the final corpus of analysis. The results highlighted the potential of using multimedia resources for children in the hospital context. It was observed that the use of such resources favored the integration of children in medical procedures in a mild way, minimizing the state of stress and anxiety produced by the hospital environment, and clarifying and guiding parents and patients about such procedures in order to favor their involvement.
儿童住院治疗抑制了社会交往，造成了孤立。这种情况要求承认旨在克服这种情况和有利于包容的战略。从这个意义上说，多媒体资源的使用可以作为一种促进策略，有助于儿童在其社会环境中的互动。这项工作的目的是描述有关在医院环境中对儿童、青少年、父母和照顾者使用多媒体资源的研究。这是一个综合综述，分为以下几个阶段:研究问题的定义，文献检索中纳入和排除标准的建立，从研究中提取信息的定义，纳入研究的评价，结果的解释和数据的综合。在2013 - 2019年期间对PUBMED、B-ON、SCOPUS和Web of Science数据库中的文章进行调查，采用多媒体、儿童和医院的描述词。根据排除标准，根据对标题和摘要的分析，选出19篇文章组成最终的分析语料库。研究结果强调了在医院环境中为儿童使用多媒体资源的潜力。据观察，这些资源的使用有利于儿童以温和的方式融入医疗程序，最大限度地减少医院环境产生的压力和焦虑状态，并澄清和指导家长和患者了解这些程序，以便他们参与。
{"title":"Utilização de recursos multimídia para crianças em contexto hospitalar: uma revisão integrativa","authors":"Simone Regina de Carvalho, P. Santos, António Moreira, A. Campos","doi":"10.5902/1984686X38894","DOIUrl":"https://doi.org/10.5902/1984686X38894","url":null,"abstract":"Hospitalization in children suppresses social interaction and produces isolation. This situation requires the recognition of strategies aimed at overcoming this condition and favoring inclusion. In this sense, the use of multimedia resources can be presented as a facilitating strategy, contributing to the interaction of children in their social environment. The objective of this work is to delineate the research related to the use of multimedia resources for children, adolescents, parents, and caregivers in a hospital context. This is an integrative review structured in the following stages: definition of the research question, establishment of inclusion and exclusion criteria in the literature search, definition of the information to be extracted from the studies, evaluation of included studies, interpretation of the results and synthesis of the data. The articles were surveyed in the databases PUBMED, B-ON, SCOPUS e Web of Science, adopting the descriptors multimedia, children and hospital in the period between 2013 and 2019. From the exclusion criteria and based on the analysis of the title and abstract, 19 articles were assigned to compose the final corpus of analysis. The results highlighted the potential of using multimedia resources for children in the hospital context. It was observed that the use of such resources favored the integration of children in medical procedures in a mild way, minimizing the state of stress and anxiety produced by the hospital environment, and clarifying and guiding parents and patients about such procedures in order to favor their involvement.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71240065","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：