A literatura infantil adaptada na educação inclusiva: alternativas de inclusão para o aluno autista numa perspectiva sociocomunitária

1969 ◽  
Author(s):  
Bianca Scalon Peres de Paula
Keyword(s):  
Social Interaction ◽  
Children's Literature ◽  
Social Behavior ◽  
Social History ◽  
Inclusive Education ◽  
Children’S Literature ◽  
The Other ◽  
School Life ◽  
Social Situations ◽  
Medios De Comunicacion

RESUMOA escolarização da criança autista apresenta dificuldades, estando comprometida pelas dificuldades na interação social, expressão de sentimentos e pensamentos. A construção de um material de literatura infantil adaptado pode facilitar a interação social e a expressão contextualizada de si. A literatura infantil favorece a reflexão sobre a maneira de agir diante das situações sociais, possibilitando elencar atitudes próprias ao contexto. Desenvolvemos uma história social, suportada num livro multissensorial, que tem como mote o cotidiano escolar. Há também uma diversificação de suportes para a história: um CD com a história narrada, um texto com a escrita simplificada e outro com a história contada em comunicação aumentativa; atendendo às diferentes necessidades dos sujeitos. Espera-se que, com o uso desse material, que está em experimentação, amplie-se a possiblidade de interação entre professor-aluno e entre o aluno e seus pares, facilitando o processo de significação de conceitos e comportamentos sociais. Afirma-se a urgência de entender as especificidades da educação da pessoa autista, tanto na escola como fora dela, respeitando-a no seu direito de pertencer a uma comunidade.PALAVRAS-CHAVE: Autismo. Inclusão. Literatura infantil. Literatura adaptada. Educaçãosociocomunitária. Children's literature adapted in inclusive education: alternatives for inclusion in the autistic student in socio-communitarian perspectiveABSTRACTThe schooling of autistic child has difficulty, being hampered by difficulties in social interaction, expression of feelings and thoughts. The construction of a material adapted children's literature can facilitate social interaction and contextual expression of oneself. Children's literature encourages reflection on how to act in social situations, allowing the context to list own attitudes. We developed a social history, backed by a multisensory book with the motto everyday school life. There is also a diversity of media for the story: a CD with narrated story, a text written with the simplified and the other with the story told in augmentative communication; meeting the different needs of individuals. It is expected that with the use of this material, which is in trial, magnify the possibility of interaction between teacher and student and between students and their peers, facilitating the process of meaning of concepts and social behavior. Affirms the urgent need to understand the specifics of education of autistic person, both in and outside school, respecting their right to belong to a community.KEYWORDS: Autism. Inclusion. Children's literature. Literature adapted. Socio-communitarian education. La literatura infantil adaptada a la educación inclusiva: alternativas para la inclusión del estudiante autista en la perspectiva socio-comunitariaRESUMENLa escolarización de los niños con autismo tiene dificultades, siendo obstaculizada por dificultades en la interacción social, la expresión de sentimientos y pensamientos. La construcción de un material de literatura para niños adaptada puede facilitar la interacción social y la expresión contextual de uno mismo. La literatura infantil estimula la reflexión sobre cómo actuar en situaciones sociales, lo que permite el marco a la lista de actitudes propias del contexto. Hemos desarrollado una historia social, respaldada por un libro multisensorial que lleva como lema la vida escolar cotidiana. También hay una diversidad de medios de comunicación para la historia: un CD con la historia narrada, un texto escrito de forma más simplificada y el otro con la historia narrada en la comunicación aumentativa; la satisfacción de las diferentes necesidades de los individuos. Se espera que con el uso de este material, que está en experimentación, que amplía la posibilidad de interacción entre el profesor y el alumno y entre alumnos y sus compañeros, lo que facilita el proceso de significado de los conceptos y del comportamiento social. Afirma la necesidad urgente de comprender las especificidades de la educación de la persona autista, tanto dentro como fuera de la escuela, respetando su derecho a pertenecer a una comunidad.PALABRAS CLAVE: Autismo. Inclusión. Literatura infantil y juvenil. Literatura adaptada. Laeducación Socio comunitaria.

scholarly journals The Emotional Lexicon Used by Male and Female Communication: Study of Balinese Language Used in South Kuta-Bali

2020 ◽  
Vol 3 (2) ◽  
pp. 364-372
Author(s):  
I Gusti Ayu Vina Widiadnya Putri ◽  
I Dewa Ayu Devi Maharani Santika
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Qualitative Method ◽  
The Other ◽  
Male And Female ◽  
The Social ◽  
Data Source ◽  
Emotional Lexicon ◽  
Communication Study

The aims of this research is to analyse about the differences of emotional lexicon used by male and female communication in South Kuta-Bali when they used Balinese language in their daily interaction.  The scope of male and female is closely related to the social behavior which includes the social identity of male and female in society and this becomes the basis of how the language is used in this context of social. This research is interested to uncover more how people use language in terms of expressing their emotional in social interaction. This study is a sociolinguistic approach used the theory from Hickey, Raymon (2010). The data source in this study is the south Kuta community who use Balinese language in social interactions. The Data collection is done by observation, interview, recording and note taking and descriptive qualitative method is applied to analyze the data. The result of the analysis found that the emotional lexical is used by the male and female in their social interaction, it could mention that both Augmentatives and Euphemisms is used by male and female in their social interaction however the augmentative is mostly used by female in informal occasion. Balinese female often used prohibition instead of imperative in expressing her idea about ordering someone to do something. In the other hand, the male directly used imperative sentence in ordering something. He usually does not use many awkwardness to say his point in a conversation. This may be considered that the male often go to the straight point when expressing his idea. Keywords: Emotional Lexicon, Male and Female

Developing a Children's Literature Course to Facilitate Pre-Service Teachers' Understanding of Culturally Relevant Texts

2021 ◽  
pp. 44-67
Author(s):  
Jill M. Davis ◽  
Nicole Pearce
Keyword(s):  
Children's Literature ◽  
Faculty Member ◽  
Lived Experiences ◽  
Culturally Relevant ◽  
Children’S Literature ◽  
The Other ◽  
Seminal Work ◽  
Other World

This chapter describes the development of an undergraduate course focused on exploring children's literature using a critical lens. Descriptions of course assignments and activities are provided to illustrate how pre-service teachers engaged in learning how to identify and evaluate diverse books. Additionally, reflections provide insights into the lived experiences of the students enrolled in the class and the faculty member who created the course. The course framework emphasizes the importance of providing culturally relevant texts that reflect the cultures and identities of readers ages 3-12. This framework aligns with the seminal work of Bishop's “Windows, Mirrors, and Sliding Glass Doors” that described the importance of children accessing books that are windows into other experiences, books that mirror their own lived experiences, and sliding glass doors that children can walk into the other world created by the author.

scholarly journals Owls Are Good at Keeping Secrets: An Unusual Alphabet by S. O'Leary

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Children's Literature ◽  
Academic Libraries ◽  
Children’S Literature ◽  
The Other ◽  
University Of Alberta ◽  
The University ◽  
Selection Of ◽  
Child Readers

O’Leary, Sara.  Owls Are Good at Keeping Secrets: An Unusual Alphabet. Illustrated by Jacob Grant. Tundra Books, 2018. From first to last, the phonic examples in O’Leary’s alphabet book are disarming:                 “Aa                 Alligators think you’d like them if you got to know them.”                 “Zz                Zebras would like to be first. Just once.“ Unlike so many other authors of this genre, O’Leary rarely struggles to find simple, memorable examples of words that begin with the appropriate vowels and consonants. The sole exception in his work is the use of “Chipmunks” to illustrate the sound of the letter “C.” Child readers would have to be mature enough to recognize the digraph (ch) and be alert to its sound. That exception being noted, all of the other phonic illustrations—even the ones for the “difficult” sounds—are straight-forward, playful and engaging.                 “Qq                 Quail get quite tired of being told to be quiet.”                 “Uu                 Unicorns believe in themselves.                 “Yy                 Yaks giggle at their own jokes.” Joseph Brant’s illustrations are all that they ought to be: large, clear, colourful and, most importantly in this type of book, unambiguous. His depiction of voles for the letter “V” is particularly endearing. Those of us involved in the field of children’s literature might want this illustration and its motto on our flag:                 “Vv                 Voles always want just one more book.” In any case, we should ensure that this delightful book is on our children’s library shelves. Highly recommended: 4 out of 4 starsReviewer: Leslie Aitken Leslie Aitken’s long career in librarianship included selection of children’s literature for school, public, special and academic libraries. She was a Curriculum Librarian for the University of Alberta.              

scholarly journals Perspectives on Inclusive Education: Need for Muslim Children’s Literature

Religions ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 450
Author(s):  
Antum A. Panjwani
Keyword(s):  
Public Schools ◽  
Children's Literature ◽  
Teacher Development ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Development Programs ◽  
Muslim Students ◽  
Unique Position ◽  
Curricular Resources

Muslim students and communities in Western sociopolitical and educational contexts confront substantive challenges of racisms, Islamophobia, and under- and misrepresentations in media as well as in literature. Creating a robust repertoire of curricular resources for teaching and learning, teacher development programs, and schooling in general offers a promise of developing classroom practices, which in turn promotes an inclusive discourse that recognizes the unique position and presence of a Muslim child. The present article examines the prospects of developing such a curriculum called Muslim Children’s Literature for inclusive schooling and teacher development programs in the context of public education in Ontario, Canada. It is situated in the larger umbrella of creating specific theory and methodology for education that lend exposure to Muslim cultures and civilizations. Development of such a literature as curricular resources addresses the questions of Muslim identities through curriculum perceptions so as to initiate critical conversations around various educational challenges that the development and dissemination of Muslim curricular resources faces today. I make a case for developing Muslim Children’s Literature to combat the challenges of having limited repertoire to engage with Muslim students in public schools and teacher candidates in teacher development programs. With the description of the necessity of such a literature, this article outlines characteristics of the proposed genre of Muslim Children’s Literature, as well as the unique position of a Muslim child in the current educational scenarios. A brief peek into select fiction on Muslim themes available in English internationally that can be used as curricular resources at elementary and secondary level serves towards reinforcing the definition of Muslim Children’s Literature. Further, these offer a sample that may be promoted under the proposed genre of Muslim Children’s Literature.

scholarly journals Librarians’ book talks for children: An opportunity for widening reading practices?

2020 ◽  
pp. 146879842096494
Author(s):  
Catarina Schmidt
Keyword(s):  
Reading Comprehension ◽  
Children's Literature ◽  
Language Use ◽  
Children’S Literature ◽  
Early Years ◽  
The Other ◽  
Reading Engagement ◽  
Growing Up ◽  
Reading Practices ◽  
Printed Books

The importance of supporting children’s reading engagement and reading comprehension from the early years is widely acknowledged, particular for children growing up in areas characterized by socioeconomic challenges. This mission is collectively shared by teachers and librarians, although with differing starting points and responsibilities. This paper draws on a Swedish study of librarians’ book talks with eight-year-old students in Grade 2 and their teachers, and the views these participants express on reading and children’s literature. The methods used were observation and interview. In the analysis, different views appear regarding what reading is and might mean, such as the role that children’s literature plays in this. The results indicate two prominent narratives regarding reading, where one has a clear emphasis on being able to read and where the other stresses the pleasure of reading. Both these discourses display a narrowness regarding genres other than fiction literature, languages other than Swedish, and formats other than printed books. Further, an image of the reading child as an individual reader appears in both discourses. The results highlight the need for a broader approach that integrates functional reading with processes of reflection and active language use, drawing on the content in children’s literature, with an awareness of multilingual considerations. It is argued that children’s literature plays an important role in children developing a view of themselves as readers, and discovering that there are many ways to be a reader.

Translation of Children's Literature in Iran and the Dichotomy of Identities

2014 ◽  
Vol 7 (1) ◽  
pp. 48-63
Author(s):  
Shahrzad Tajeddini ◽  
Masoud Sharififar
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
The Other ◽  
Main Concern ◽  
Literary Field ◽  
Global Identity ◽  
Domestic Production ◽  
Young Readers ◽  
Frequent Type ◽  
New Concepts

As a neglected literary field in Iran, children's literature suffers a low domestic production and consequently the market is dominated by imported western books. Iranian translators have taken this opportunity to try to introduce children to new concepts from other cultures in hope of raising the level of tolerance and respect for ‘the other’ among them in a world dominated by the rhetoric of war. But young readers’ knowledge is limited; therefore they cannot be expected to comprehend the representations of other cultures which are taken for granted in adults’ literature. There emerges a conflict of norms in choosing to privilege domestication or foreignisation and thence local or global identity. In this study, four British children's books by Roald Dahl were chosen and compared with their Persian translations to find the main concerns of the translators in dealing with identity-reflecting items as classified by Helen T. Frank's research into translating for children, and thence to establish the most frequent type of identity encouraged by Persian translators for young readers. The article concludes that international understanding has been the main concern of Persian translators and global identity was more recurrently promoted by them.

Attachment Theory Expanded

2018 ◽  
pp. 538-566
Author(s):  
Mario Mikulincer ◽  
Phillip R. Shaver
Keyword(s):  
Individual Differences ◽  
Social Behavior ◽  
Systems Theory ◽  
Attachment Theory ◽  
The Other ◽  
Original Form ◽  
Social Situations ◽  
Research Attention ◽  
Behavioral Systems ◽  
The Impact

This chapter moves from the original form of attachment theory and research to a more comprehensive behavioral systems theory of personality, motivation, and social behavior that considers both individual differences and the impact on mental processes and behavior of relationship partners and other aspects of social situations. The chapter begins by explaining the behavioral systems construct, including its species-universal and individual-differences aspects, which interact with social situations to shape social behavior. The behavioral systems studied to date are discussed: attachment, exploration, caregiving, sex, and power. More emphasis is placed on the attachment system than on the other behavioral systems because it has received more research attention, but new research related to the other behavioral systems is summarized. Avenues are suggested for further theorizing and research that will lead to a more complete behavioral systems theory of personality and social behavior.

Chinese Assimilation and Thai Politics

1957 ◽  
Vol 16 (2) ◽  
pp. 237-250 ◽  
Author(s):  
G. William Skinner
Keyword(s):  
Social Interaction ◽  
Social Process ◽  
Chinese Immigrants ◽  
The Other ◽  
Way Of Life ◽  
Social Situations ◽  
Linguistic Communication ◽  
Thai Language ◽  
Almost All ◽  
Social Intercourse

Chinese have been immigrating to Siam for at least six centuries. We are concerned here with the process whereby the descendants of Chinese immigrants become full members of Thai society. Assimilation is, of course, a social process. For the descendants of a given immigrant, its progress is defined by increasing social intercourse with members of Thai society, first public and then private and intimate; and by self-identification in an ever larger proportion of social situations as Thai rather than Chinese. Since social interaction is based on linguistic communication, assimilation perforce involves a command of the Thai language. Taking over the language of the society with which immigrants are in contact is but one part of acculturation, that is, the progressive incorporation of the way of life of the other society. While extensive acculturation can take place without complete assimilation, complete assimilation is inevitably accompanied or closely followed by fairly full acculturation. For our purposes here, assimilation is considered complete when the immigrant's descendant identifies himself in almost all social situations as a Thai, speaks the Thai language habitually and with native fluency, and interacts by choice with Thai more often than with Chinese.

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