Revista Educacao Especial最新文献_第6页

O ensino de ciências da vida e da natureza aos surdos: o que dizem importantes periódicos da área a respeito? 向聋人教授生命科学和自然：该地区的重要期刊对此有何评价？

Revista Educacao Especial Pub Date : 2021-04-12 DOI: 10.5902/1984686X43701

Célio Da Silveira Júnior, Juarez Melgaço Valadares, Reginaldo Silva Guimarães

引用次数: 0

Capacitação de pais de crianças com TEA: revisão sistemática sob o referencial da Análise do Comportamento asd患儿家长赋权:行为分析框架下的系统回顾

Revista Educacao Especial Pub Date : 2021-04-12 DOI: 10.5902/1984686X43768

Victória Druzian Lopes, S. C. Murari, Nádia Kienen

{"title":"Capacitação de pais de crianças com TEA: revisão sistemática sob o referencial da Análise do Comportamento","authors":"Victória Druzian Lopes, S. C. Murari, Nádia Kienen","doi":"10.5902/1984686X43768","DOIUrl":"https://doi.org/10.5902/1984686X43768","url":null,"abstract":"Training parents to mediate behavior interventions with children with Autism Spectrum Disorder (ASD) was used to facilitate the development of these children. This systematic literature review aims to characterize the parents and caregivers training of children with ASD, in a behavior analysis perspective, analyzing their characteristics and results. The search was realized without time restriction. Descriptors in Portuguese and English were used for autism, parent training and behavior analysis, in the databases and journals: Pepsic, SciELO.ORG, PsycINFO (APA), Web of Science, Wiley Online Library, Catalogo de Teses e Dissertacoes (CAPES), Biblioteca Virtual em Saude – BVS (BIREME), Revista Brasileira de Analise do Comportamento e Perspectivas em Analise do Comportamento. Forty-six studies were selected and their data were categorizes and analyzed, using descriptive statistics, focusing on dependent and independent variables, behaviors and contents taught to parents or caregivers, teaching strategies and results. Most studies assess the effects of training packages on the behavior of children and parents or caregivers and combine natural, instructional and practical strategies to teach them modeling children’s behavior. Most researches describe the behaviors taught to parents or caregivers in an inaccurate way, not indicating in which contexts these behaviors should occur or the expected effects over children’s behavior. This limitation in the planning of training programs may be related to inconsistent results and low maintenance of the results analyzed in this review.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48934042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educação Especial Inclusiva: uso de Recursos Educacionais Digitais nas Salas Multifuncionais 包容性特殊教育：多功能教室数字教育资源的使用

Revista Educacao Especial Pub Date : 2021-04-12 DOI: 10.5902/1984686X61433

Arlete Vilela de Faria, Estela Aparecida Oliveira Vieira, R. X. Martins

{"title":"Educação Especial Inclusiva: uso de Recursos Educacionais Digitais nas Salas Multifuncionais","authors":"Arlete Vilela de Faria, Estela Aparecida Oliveira Vieira, R. X. Martins","doi":"10.5902/1984686X61433","DOIUrl":"https://doi.org/10.5902/1984686X61433","url":null,"abstract":"This paper is a research report that aimed to investigate the use of Digital Educational Resources by teachers in the Multifunctional Resource Rooms of public schools in Southern Minas Gerais that rely on this resource. The approach adopted was quantitative-qualitative with data collection through a questionnaire and semi-structured interviews with the participating teachers. The 70 teachers from state schools in 29 cities were invited and 40 agreed to participate. From the triangulation and analysis of the data, essential elements that make up the in loco practice of special education were identified, among them, the lack of diagnosis of disability of the students attended in the Multifunctional Resource Rooms. Another relevant point identified was the deficit in the initial training of the professional, which does not address the theme in-depth. As a result, continuing education becomes a pressing need for the building of knowledge both in the field of special and inclusive education and digital information and communication technologies. Dissonances were found about mediation and the use of digital technologies. Perhaps because in most cases analyzed the digital educational resources didn't bring significant changes in the articulation between teaching and content. The results demonstrate to be necessary to establish a greater relationship between curriculum, technological resources available in the Multifunctional Resource Rooms, students demands and the pedagogical mediation of the teacher.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48506450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Reações da notícia do diagnóstico da síndrome de Down na percepção paterna 唐氏综合症诊断消息对父亲感知的反应

Revista Educacao Especial Pub Date : 2021-03-23 DOI: 10.5902/1984686X37804

B. Bianchi, Cariza de Cássia Spinazola, Márcia Duarte Galvani

{"title":"Reações da notícia do diagnóstico da síndrome de Down na percepção paterna","authors":"B. Bianchi, Cariza de Cássia Spinazola, Márcia Duarte Galvani","doi":"10.5902/1984686X37804","DOIUrl":"https://doi.org/10.5902/1984686X37804","url":null,"abstract":"The birth of a child is part of a family's life cycle. Since its conception, the child is already the result of a series of expectations. The aim of this research was to describe and analyze the reactions of parents of children with Down syndrome (DS) to the news of the diagnosis of the syndrome and the support received for the care of the child. The design of this research was a mixed approach of a descriptive nature. It was used for data collection: a semi-structured interview script with paternal characterization. Participated in the research 10 parents (men) of children diagnosed with DS in the age group from 0 to 6 years old. The contact with the parents took place through an Institute for the coexistence of people with DS in a city in the interior of the state of São Paulo. Data collection with parents took place on the premises of the Institute or at the residence of the participants themselves. Content analysis was performed with the categorization of qualitative data from the interviews. The results showed that in terms of how the news of DS was given, most parents received the news after the child's birth. Regarding changes in the way they received the news, two parents reported that it could be different, doctors could be more subtle. For support for care, it is noted that part of the parents received personal and financial support for the care of their children. The study showed that the moment of news needs to be reassessed by professionals, and that interventions should focus on children and families.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71239473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Observação de pareamento de estímulos e instrução com múltiplos exemplares: efeitos sobre respostas de ouvinte e falante de crianças com TEA 观察配对的输入和处理多个副本的听众和说话的答案:影响孩子和茶

Revista Educacao Especial Pub Date : 2021-02-16 DOI: 10.5902/1984686X42047

Edson Luiz Nascimento dos Santos, E. Trindade, Carlos Barbosa Alves de Souza

{"title":"Observação de pareamento de estímulos e instrução com múltiplos exemplares: efeitos sobre respostas de ouvinte e falante de crianças com TEA","authors":"Edson Luiz Nascimento dos Santos, E. Trindade, Carlos Barbosa Alves de Souza","doi":"10.5902/1984686X42047","DOIUrl":"https://doi.org/10.5902/1984686X42047","url":null,"abstract":"Two procedures have been proposed as alternatives to induce the emergence of repertoires not directly taught: 1) multiple exemplar instruction (MEI); and 2) stimulus pairing observation procedure (SPOP). MEI implies the rotation of teaching different responses to a stimulus (ex., tact and listener response), which favors the incidental learning of these of responses to new stimuli from the teaching only one type. In SPOP is only required the observation of stimuli presented next to each other, without differential reinforcement for any responses. The results of some studies suggest that a higher frequency of pairings could lead to the emergence of tact and listener responses not taught directly, and that the stimuli pairings may affect the MEI. The present study evaluated the effect of SPOP with a higher frequency of pairings by trials on the emergence of tact and listener responses in three children with Autism Spectrum Disorder, and the effect of SPOP in teaching these responses through MEI. For two participants, SPOP with more pairings by trials favored the emergence of the listener repertoire. These participants only learned tact responses after MEI. SPOP had a facilitating effect on MEI training. The role of MEI and intensive tact training for the emergence of tact and listener repertoires is discussed, as well as the types of stimulus control that SPOP seems to favor, and the possibility of investigating SPOP in more natural situations.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47195312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School climate and peer victimization: perceptions of students with intellectual disability 学校氛围与同伴受害:对智障学生的看法

Revista Educacao Especial Pub Date : 2021-02-16 DOI: 10.5902/1984686X53606

Hellen Tsuruda do Amaral, J. M. Cunha, Iasmin Zanchi Boueri, J. Santo

{"title":"School climate and peer victimization: perceptions of students with intellectual disability","authors":"Hellen Tsuruda do Amaral, J. M. Cunha, Iasmin Zanchi Boueri, J. Santo","doi":"10.5902/1984686X53606","DOIUrl":"https://doi.org/10.5902/1984686X53606","url":null,"abstract":"Considering the experiences of students with intellectual disabilities (ID) in educational environments, peer victimization stands out for potential losses to development. This is a relationship problem, which requires an understanding of contextual factors. In the approach of the authoritative school climate, the perception of support and disciplinary structure act as possible attenuators of peer victimization. However, the association between school climate and victimization is rarely examined in samples with people with ID. Thus, the study aimed to examine the associations between authoritative school climate and peer victimization through a procedure accessible to the self-report of people with ID. It was hypothesized that the disciplinary structure and support would be negatively associated with victimization. The study included 117 students with ID, aged between 12 and 63 years (mean=25.31; sd =12.25); 62.4% of male participants; 56.9% white and 54.1% diagnosed with moderate DI. The measures and procedures went through a cognitive accessibility process to enable the participation of students with ID through self-report, the data were analyzed using structural equation modeling. The adaptation was partially successful. In the final model, the disciplinary structure was positively correlated to support, which was a negative predictor for victimization. The results highlight how school environments with a supportive school climate can be a protective factor in relation to the victimization of people with ID, and that more inclusive practices in scientific research are possible.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48413812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Caracterização de serviços de Intervenção e Estimulação Precoce ofertados pelas APAES do estado de São Paulo sao保罗州APAES提供的干预和早期刺激服务的特征

Revista Educacao Especial Pub Date : 2021-01-20 DOI: 10.5902/1984686X40088

Lurian Dionizio Mendonça, Paula de Marchi Scarpin Hagemann, Liene Regina Rossi, O. Rodrigues, V. A. Pereira

{"title":"Caracterização de serviços de Intervenção e Estimulação Precoce ofertados pelas APAES do estado de São Paulo","authors":"Lurian Dionizio Mendonça, Paula de Marchi Scarpin Hagemann, Liene Regina Rossi, O. Rodrigues, V. A. Pereira","doi":"10.5902/1984686X40088","DOIUrl":"https://doi.org/10.5902/1984686X40088","url":null,"abstract":"Early Intervention (EI) or Early Stimulation (ES) can be understood as a set of services and supports, which are disseminated to promote the full development of children with identified risk when generating or delayed development, perceived during the first years, Limit improving your quality of life and that of your family members. Regarding the importance of this service, the present study aimed to characterize the EI/ES services offered by the Association of Parents and Friends of the Exceptional (APAES) in the state of Sao Paulo. A protocol with structured questions was elaborated, especially for this study, containing general data that would allow to characterize the service offered to the community. The results pointed out that ES is the most used terminology to name services, while in the literature the most frequent is EI, which was used in this study. The participating professionals responsible for the service have been working with EI/ES for many years, but none reported postgraduate studies in this field. As for the service offered, predominantly the care of children over the age of four, with the number of children, showing that children arrive very late at the service. In general, the programs include the participation of children on a weekly basis and their families are served sporadically. There is a multidisciplinary team with interdisciplinary care. Although the number of institutions surveyed was relatively small, it is expected that the results obtained with this study will encourage other researchers to continue research in this area, which is so relevant to the integral development of the child and quality of life for the family.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71240233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intervenções para casos de crianças e adolescentes com mutismo seletivo 儿童和青少年选择性缄默病例的干预

Revista Educacao Especial Pub Date : 2021-01-20 DOI: 10.5902/1984686X48498

Danielle Castelões Tavares de Souza, Leila Regina d’Oliveira de Paula Nunes

{"title":"Intervenções para casos de crianças e adolescentes com mutismo seletivo","authors":"Danielle Castelões Tavares de Souza, Leila Regina d’Oliveira de Paula Nunes","doi":"10.5902/1984686X48498","DOIUrl":"https://doi.org/10.5902/1984686X48498","url":null,"abstract":"O objetivo do presente artigo é apresentar uma revisão integrativa de literatura com vistas à identificação dos tratamentos psicoterapêuticos, farmacológicos ou que utilizaram a comunicação alternativa como intervenção para os casos de crianças com mutismo seletivo. Para este fim, considerou-se o levantamento bibliográfico em base de dados virtuais como método de análise. Foram selecionados os descritores nas versões português e inglês (“mutismo seletivo”, “crianças”, “adolescente”, “tratamento”, “intervenção”, “escola”, “comunicação alternativa e ampliada”, “selective mutism”, “children”, “adolescent”, “treatment”, “intervention”, “augumentative and alternative communication”) e utilizados, isoladamente ou combinados entre si, por meio do operador boleano “and” de acordo com a particularidade de cada base de dados. Como resultado, foram identificados 27 estudos, entre eles: artigos na íntegra, teses, dissertações publicadas em português e inglês nas bases de dados Google Acadêmico, ERIC, PubMed, Scielo, Web of Science, bibliotecas virtuais de universidades públicas nacionais e uma biblioteca virtual de uma universidade americana. Para a seleção final dos estudos foram definidos parâmetros de inclusão, conforme os três itens a seguir: a) estudos empíricos que mostrassem efeitos de intervenções, publicados entre os anos de 2006 a 2017; b) participantes com até 18 anos de idade e com o diagnóstico de mutismo seletivo, de acordo com os critérios do DSM 4 e 5; c) intervenções psicoterapêuticas, farmacológicas ou que utilizassem a comunicação alternativa. Foram excluídas as publicações que não atendessem aos critérios acima. Concluiu-se que intervenção terapêutica predominantemente utilizada é a cognitiva comportamental, sem indicar um tempo de intervenção específico.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48654502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Desempenho em tarefas de leitura e escrita de alunos surdos do 1º Ciclo do Ensino Básico ao nível do Português L2 小学第一阶段葡萄牙语第二阶段聋人学生的阅读和写作任务表现

Revista Educacao Especial Pub Date : 2020-11-27 DOI: 10.5902/1984686X34664

J. Santos, Fernanda Horta, Amanda Grade

{"title":"Desempenho em tarefas de leitura e escrita de alunos surdos do 1º Ciclo do Ensino Básico ao nível do Português L2","authors":"J. Santos, Fernanda Horta, Amanda Grade","doi":"10.5902/1984686X34664","DOIUrl":"https://doi.org/10.5902/1984686X34664","url":null,"abstract":"The article aims to understand how academic research expresses in their productions speeches about the bodies of women said to have intellectual disabilities. The literature has found substantial delays in reading and writing skills in deaf children, but it is scarce regarding the Portuguese language. The present study aimed to characterize a sample of Portuguese deaf students (3 boys, 4 girls, ages 11 to 12) in terms of degree of deafness, age of diagnosis, time of use of prostheses or implants and age of admission in a specialized school; and to evaluate the competence of these students in the reading and writing in their second language. The students were submitted to a battery composed of 6 tasks, evaluated word decoding, image-word matching, compliance with written instructions, subtitling of images, understanding a written narrative, and producing a written narrative. Large discrepancies were observed in all independent variables. As for the dependent ones, the understanding and the production of a written narrative were the competences in which the students revealed greater difficulties. Intervention strategies should focus on improving reading comprehension, focusing not only on basic skills, ensuring adequate knowledge of the vocabulary used in a specific story, but also on more complex skills, scalping its structure and training inference skills at a global level. The data revealed can be an important contribution, insofar as the identification of strong and weak areas can allow an adjustment of objectives, methods and / or strategies that effectively meet their real needs.","PeriodicalId":30343,"journal":{"name":"Revista Educacao Especial","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71238887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

As interações comunicativas entre familiares ouvintes e sujeitos surdos: possibilidades de ressignificações 听力亲属与聋人之间的交际互动：重新意义的可能性

Revista Educacao Especial Pub Date : 2020-11-25 DOI: 10.5902/1984686X48563

Michele Toso Cappellini, Lara Ferreira dos Santos

{"title":"As interações comunicativas entre familiares ouvintes e sujeitos surdos: possibilidades de ressignificações","authors":"Michele Toso Cappellini, Lara Ferreira dos Santos","doi":"10.5902/1984686X48563","DOIUrl":"https://doi.org/10.5902/1984686X48563","url":null,"abstract":"The communicative interactions between hearing family members and deaf subjects is an incipient and challenging theme. The family is the first and closest social group with which the subject nurtures your relations, which affect directly in their global development. This research, rooted in Vygotski's historic-cultural approach, aimed at analyzing aspects of a reflective process along with hearing family of deaf subjects about their communicative interactions in the domestic environment. The participants were six families,constituted by hearing people and a deaf member, who was enrolled in a public school Bilingual Inclusive Education. The methodology consisted of three stages: 1. Analyzing the communicative interactions in their family routines; 2. Performing a reflexive process, with the family members about the results obtained in stage 1; 3. Repeating stage 1 seeking to identify contributions from stage 2 for the communicative interactions.The stages were video-recorded and guided by the “Scale of Oral Language Assessment in Family Context (EVALOF)” instrument, adapted for this research. Comparing communicative characteristics in steps 1 and 3, there was an improvement in the performance of several items of the scale for all families. Step 2 provided, from listening to family members, the resignifying of their relationship with the deaf member and LIBRAS (Brazilian Sign Language). Bilingual Education institutions for deaf can and should promote actions like this, since school and family are co-responsible for constitution of the deaf as bilingual subjects.","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":"47406139","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}

引用次数: 0