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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- ItemIlustrações táteis bidimensionais em livros infantis: considerações acerca de sua construção no contexto da educação de crianças com deficiência visual(2010) NUERNBERG, Adriano HenriqueThe politics diffusion of the inclusive education last decade was positive for the several initiatives that wanted to promote the access to the knowledge from visual deficiency people. Many of these initiatives, however, have their theories from crooked notions about the ways of access and concepts elaborated of blind people, mainly when it deals with the congenital blindness. The goal of this article is to discuss the construction of bidimensional illustration touches as a way of guarantee the access of the visual content from children books. Based in the historic-cultural psychology from Vigotski, differences are pointed between the ways of visual and touch perception, taking the language as a way of blindness social compensation. Finding conceptual problems of the construction of these bidimensional illustration touches, it is a hope to collaborate for the improvement of the quality of the material produced in the context of the inclusive education, having in view the attention to the different topics of the psychical human being in the presence of the congenital blindness.
- ItemO que pensam as crianças ouvintes a respeito da inclusão de crianças surdas no ensino regular: um estudo comparativo com crianças brasileiras de uma escola pública e uma escola privada(2010) DORNELES,Beatriz VargasThe present study investigates how hearing children describe the insertion of a deaf child in a classroom. The influence of social class in relation to the acceptance of deaf children by hearing children is analyzed. 144 children from 3rd to 5th grades participated in the study, distributed as follows: 76 from a private school and 68 from a public school, both belonging to the city of Porto Alegre, RS. The public school primarily serves social classes of low socioeconomic status, and the private school serves students from predominantly middle and high social classes. Everyone was given the same task: completing a story that described the reaction of hearing children to the insertion of a new deaf classmate into the class. The study demonstrates that students intend to carry out some form of communication with the deaf child and to promote moments of integration inside and outside the classroom environment, although they demonstrate a somewhat protective discourse in relation to this subject. who consider not fit but still able to communicate. Understanding how hearing children could relate to and include a deaf child in the classroom raises possibilities for new ways of thinking about the preparation of such children for possible inclusion processes. Recognizing children's ideas, feelings and forms of communication helps educational institutions to invest in inclusion policies.
- ItemO aluno surdo aprendendo inglês em escola inclusiva: uma perspectiva Vygotskiana(2010) MEDEIROS, Tânitha Gléria de; FERREIRA, Maria Cristina Faria DalacorteThis article arose from the need to direct our attention to a scenario in which the school can no longer be omitted: the teaching of English to deaf students. It presents an analysis of interactions observed during an English class in which two deaf students and an interpreter discuss a text. This research was done according to the sociocultural parameters of Vygotsky (1998) in which the con cepts of zone of proximal development (ZPD), internalization and scaffolding will be discussed. Some considerations about inclusion, its laws and the causes that it promotes will be analyzed. Due to the small number of participants, this research appears as a case study (BOGDAN E BIKLEN, 1994). The results in this research demonstrate that the participants, while performing activities that involve the interpretation of the text, do so in a collaborative way in which the interpreter has the function of more competent peer (Vygotsky, 1998). By the offering of scaffolding (Wood, BRUNNER and Ross, 1976; LANTOLF and APPEL, 1994; ANTÓN and DICAMILLA, 1999; DONATO, 2000, MELLO, 2002), the acquisitions of English language and also Portuguese and Sign Language have been possible. Therefore, it is important to consider the bilingualism philosophy so the deaf student can live with their community to build their speech (Sign Language), identity and culture. The data show deaf students have an active stance in the discussion of the text with the interpreter.
- ItemSaber e prática na constituição da sexualidade da pessoa com deficiência mental(2010) SANTOS, Myrna Wolf Brachmann dos; OSÓRIO, Antônio Carlos do NascimentoTaking as a starting point the analysis of ten research reports, and founded on the studies of Michel Foucault, this text aims at making evident the existing relationship between the producing of learning and daily practices that are established in society. It is part of a dissertation that analyzed academic productions, the theme of which is sexuality in the mentally deficient person, relating them to the project of sexual orientation developed with mentally deficient young people. In this association it is possible to identify conceptions of sexuality and mental deficiency presented from the point of view of biology and conditioned by the proposition of sexual orientation taken as an "antidote" for the problem of the manifestations of sexuality in the subjects studied. This leads to the necessity of attention and reflection on perspectives and the new practices which produce other truths about sexuality and about the sexuality of the mentally deficient person.
- 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.