Revista Educação Especial
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A Revista Educação Especial (Journal of Special Education) da Universidade Federal de Santa Maria, publica apenas artigos originais, sendo relatos de pesquisa ou revisão de literatura, que contribuam para o campo da Educação Especial. Destina-se a estudantes, professores e pesquisadores em Educação. Os artigos devem atender a qualidade e contexto que o Conselho Editorial considera que seriam de interesse para um público nacional e internacional.
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- ItemFormação inicial de professores de educação física frente à uma realidade de inclusão escolar(2009) CONCEIÇÃO, Victor Julierme Santos da; KRUG, Hugo NorbertoThis study, had as main objective to accomplish one it analyzes about the contribution of the critical-reflexive teaching in the physical education teachers' initial formation, as the inclusion, in common class, of students with special educational needs. So that if it could approach the intentions foreseen for this investigation, it was used the beginnings of the participant research as methodological source. Being the subjects constituted by five academic of the course of Degree in physical education, in situation of teaching practice, of Santa Maria's Federal University. Semi-structured interview, participant observation and documental analysis, they were the used instruments and registered in field diary in a period of a school semester of the year of 2005. The data send the conclusions for the trainees' needs to observe the educational space, based in the critical reflection, for if they involve in the decisions that are part of this context. Facing this movement as an understanding of the world to your turn, contributing to understand the current process of the students' inclusion with special educational needs. Lifting the problematic principal that refer the formative needs of the subjects.
- ItemLiteratura infantil e pessoas com necessidades educacionais especiais: estratégias e ações pedagógicas em discussão(2004) ZARDO, Sinara Pollom; FREITAS, Soraia NapoleãoThe inclusive education exceeds the student's acceptance with special educational needs in the regular school, presupposing alterations in the different instances, so much physics as organization, methodological innovations and pedagogic actions that propitiate the development of the students' potentialities. In this sense, the need emerges of investing in the infantile literature as tool knowledge possibility and subsidy to work with pertinent subjects to feelings, differences and emotions, exploring her while art form and expression.
- ItemMétodo JT na Educação Especial: resultados de um programa de habilidades sociais-comunicativas com deficientes mentais(2009) AGUIAR, Adriana Augusto Raimundo de; DEL PRETTE, Zilda Aparecida Pereira; AGUIAR, Ricardo Gonçalvez de; DEL PRETTE, AlmirThe analysis of internal and external validity of interventions with single subjects is still a challenge for the research and for the professional practice compromised with the effectiveness of the results. When the traditional methods are not suitable (due to sampling problems or replication difficulties), it becomes necessary the development of alternative methods. This article exemplifies the use of Method JT for analyzing an intervention effect in the Special Education field, data been collected in a program with six mental deficient adults aimed to develop their communication skills. The program, carried out in clinical and non-clinical settings, used procedures and techniques from Speech-Language and Hearing Sciences field, cognitivebehavioral and pedagogical approaches. The results showed the usefulness of JT method to evaluate the effectiveness of intervention programs both in the analysis of group results as well as in concerning individual results. The potentiality of JT method in the improvement of these programs is discussed.
- ItemO método de história de vida em pesquisas sobre auto-percepção de pessoas com necessidades educacionais especiais(2009) GLAT, Rosana; PLETSCH, Márcia DeniseThe present text discusses self-perception of people who are stigmatized due to intellectual (mental), sensorial and /or physical handicapped; global developmental disturbance or high abilities. For this aim, it analyses a group of researches (Master dissertations and PhD thesis) in the field of Special Education in Graduate programs in Education and Psychology of Brazilian universities. All these studies had as theoretical-methodological reference the Life History Method, which utilizes as main data collection instrument the open interview, without a pre-determined guide. The data analyzed pointed out the validity of the Life History method for researches in Special Education and other areas of the so-called Applied Social and Human Sciences, since, among other aspects, it allows a descriptive-analytical global view of the situation or group under investigation. This methodology shows not only de needs and expectations of these groups of subjects, but, maybe even more important, the way in which the services and professionals that are in their disposition are being (or not) effective. Life History researche, therefore, besides the analysis of the daily experience, has, in itself, a propositional impact since the subject when narrating his life experiences, also reflects upon it, and points out his needs and strategies in order to adapt or overcome the restrictions imposed by his stigmatized condition.
- ItemPanorama da inclusão de alunos com deficiência no ensino superior em Juiz de Fora, MG(2010) DUARTE, Emerson Rodrigues; FERREIRA, Maria Elisa CaputoThis work has sought to help break this educational paradigm, focusing mainly on higher education. It can be justified by the current need to establish processes and methodologies in educational policies which deal with higher education which privileges human diversity. In order to do so, knowledge already produced on the theme of inclusion - specifically concerning higher education- was sought in authors such as Mansini and Bazon (2006), Delpino (2004), Moreira (2005), Gomes and Lima (2006), Perini (2006), Chahin (2006), Pellegrin (2006), Ferreira (2006), Rodrigues (2007), and Pereira (2007). The aim of this dissertation was to do a survey of the students with disabilities in process of inclusion in the higher education institutions of Juiz de Fora. Methodologically, this research was a survey carried out to know how many students with disabilities are enrolled in the higher education institutions of Juiz de Fora. The tool used was a semi-structured interview applied to the course coordinators of the private Higher Education Institutions (HEI) and of one public HEI. The conclusion is that inclusion is a reality in the higher education institutions of Juiz de Fora. Currently, 45 students with disabilities are in the process of inclusion, 37 of whom are in private institutions and 8 in the public ones. Most of them are visually impaired males. They attend evening courses, mostly in the Humanities.
- ItemProfessores da educação especial: as relações com a diferença em questão(2009) SIEMS, Maria Edith RomanoThis article discusses the form that teachers who act in the education of disables persons, the called teachers of the Special Education, they establish relations with the difference. It takes as theoretician - methodological referential the social-historical perspective, established on Bakhtin and his enunciatively theory of the language and Vygotsky with the theory of the social construction of the knowledge. Based on these authors it is orientated not only the analyses of the collected data, but also the research methodology itself, developed through collective conferences, understanding that the presence of the researcher in the field can also be constituted in reflection and proceedings redirection. Along the interviews carried out with a group of seven active teachers in the public schools of the State of Roraima, aspects of the histories of their personal, academic and professional life, constituted in these teachers professional identity, stood out in their speeches, pointing out the ways how they deal with the difference. They are teachers who assume manners that varies between the perspective of correcting the 'defect'; understanding it as an element that has to be social and culturally incorporated and deliberating, which takes the Multiple as an enrichment element of the community.