scholarly journals ESTUDO SOBRE POSSÍVEIS AVANÇOS NO PROCESSO DE APRENDIZAGEM DE ALUNOS COM BAIXA VISÃO UTILIZANDO MATERIAL DE ENSINO ADAPTADO PARA AULAS DE CIÊNCIAS

2020 ◽  
Vol 5 (1) ◽  
pp. 306-324
Author(s):  
Camila Maria Gonçalves de Castro ◽  
Giovana Evangelista Alves ◽  
Cláudio Alves Pereira
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Digestive System ◽  
Low Vision ◽  
Structured Interviews ◽  
School Life ◽  
Human Digestive System ◽  
Visually Impaired Students ◽  
Study Type

Resumo: O artigo apresenta a discussão sobre materiais didáticos que auxiliam na educação inclusiva de alunos que possuem deficiência visual. As pesquisas têm apontado carência de recursos didáticos adaptados ao cotidiano escolar dos alunos com deficiência. O objetivo deste trabalho é apresentar um material didático adaptado que se mostrou eficiente e contribuiu para o avanço do processo de aprendizagem de uma aluna com baixa visão no estudo do conteúdo Sistema Digestório Humano. A pesquisa é do tipo estudo de caso e o seu paradigma é do tipo qualitativo. O desenho metodológico incluiu a organização de duas entrevistas semiestruturadas com uma aluna com baixa visão, sendo uma anterior e outra posterior à prática com o uso do material adaptado. Com o presente estudo, foi possível concluir que a utilização de recursos didáticos demonstra potencial positivo na promoção da aprendizagem significativa de alunos com deficiência visual na disciplina de Ciências.Palavras-chave: Educação Inclusiva; Recursos Didáticos; Ciências. Abstract: This article presents the discussion about the didatic materials that help in inclusive education for students with visual impairment. Research has pointed to a lack of didactic resources adapted to the daily school life of students with disabilities. The objective of this paper is to present an adapted didatic material that proved to be efficient and contributed to the advancement of the learning process of a student with low vision in the study of the Human Digestive System content. The research is of the case study type and its paradigm is of the qualitative type. The methodological design included the organization of two semi-structured interviews with a student with low vision, one before and one after the practice with the use of adapted material. With the present study, it was possible to conclude that the use of didactic resources demonstrates positive potential in promoting the meaningful learning of visually impaired students in the Science discipline.Keywords: Inclusive Education; Didactic Resources; Sciences.

scholarly journals Inclusão Escolar e Deficiência Visual: dificuldades e estratégias do professor no ensino médio

2018 ◽  
Vol 11 (2) ◽  
pp. 264
Author(s):  
Tamires Coimbra Bastos Borges ◽  
Silvana Maria Moura da Silva ◽  
Mariza Borges Wall Barbosa de Carvalho
Keyword(s):  
High School ◽  
Visual Impairment ◽  
Inclusive Education ◽  
Regular Education ◽  
Low Vision ◽  
Educational Service ◽  
Educational Strategies ◽  
Structured Interviews ◽  
The Right

A inclusão escolar compreende o convívio com as diferenças que contemple a subjetividade, a identidade, embora no coletivo da sala de aula. Pressupõe repensar as ações éticas nas escolas, por meio da adoção de estratégias de ensino condiz com a pluralidade educacional. Diante disso, esta pesquisa tem como objetivo principal analisar como os professores do ensino regular e do atendimento educacional especializado estão viabilizando o processo de inclusão de alunos com deficiência visual (cegueira e baixa visão) no ensino médio em São Luís-MA. Trata-se de uma pesquisa quanti-qualitativa, a partir de estudo de caso em uma escola pública de ensino ludovicense. Os participantes desta pesquisa foram dois grupos de professores: oito professores do ensino regular e dois professores do atendimento educacional especializado que trabalhavam no ensino médio na referida escola, com os quais foram realizadas entrevistas semiestruturadas. Os dados obtidos pelas entrevistas foram analisados com base na técnica da análise de conteúdo. Os resultados dessa análise revelaram que as dificuldades e barreiras encontradas na prática cotidiana têm cerceado a garantia do direito a uma educação inclusiva plena para os alunos com deficiência visual. No entanto, importante destacar o reconhecimento da existência de esforços depreendidos pelos professores entrevistados que demonstraram avanços nas práticas de educação inclusiva.Palavras-chave: Inclusão escolar. Deficiência visual. Dificuldades. Estratégias. Ensino médio School Inclusion and Visual Deficiency: difficulties and strategies of the teacher in high schoolABSTRACTSchool inclusion includes the conviviality with the differences that contemplate the subjectivity, the identity, although in the collective of the classroom. It presupposes rethinking the ethical actions in schools, through the adoption of educational strategies that are consistent with educational plurality. Therefore, this research has as main objective to analyze how teachers of regular education and specialized educational service are enabling the process of inclusion of students with visual impairment (blindness and low vision) in high school in São Luís-Ma. This is a quantitative-qualitative research, based on a case study in a public Ludwig-of-State school. The participants of this research were two groups of teachers: eight regular teachers and two teachers of specialized educational services who worked in high school at the referred school, with whom semi-structured interviews were conducted. The data obtained from the interviews were analyzed based on the technique of content analysis. The results of this analysis revealed that the difficulties and barriers encountered in everyday practice have curtailed the guarantee of the right to full inclusive education for students with visual impairment. However, it is important to highlight the recognition of the eff orts made by the teachers interviewed who demonstrated advances in inclusive education practices.Keywords: School inclusion. Visual impairment. Difficulties. Strategies.High school Inclusión Escolar y Deficiencia Visual: dificultades y estrategias del profesor en la enseñanza mediaRESUMENLa inclusión escolar abarca la convivencia con las diferencias que contemple la subjetividad, la identidad, pese a lo colectivo del aula. Presupone repensar las acciones éticas en las escuelas, por medio de la adopción de estrategias de enseñanza concernientes con la pluralidad educacional. Ante lo dicho, esta investigación tiene como objetivo principal analizar como los profesores de la enseñanza regular y de la atención educacional especializada están posibilitando el proceso de inclusión de alumnos con deficiencia visual (ceguera y baja visión) en la enseñanza media en São Luís – MA. Se trata de una investigación cuanti-cualitativa, a partir de un estudio de caso en una escuela pública de enseñanza ludovicense. Sus participantes fueron dos grupos de profesores: ocho profesores de la enseñanza regular y dos profesores de atención educacional especializada que actúan en la enseñanza media del centro educativo, con quienes se realizaron entrevistas semiestructuradas. Los datos obtenidos a través de las entrevistas se analizaron con base en la técnica de análisis de contenido. Los resultados de ese análisis revelaron que las dificultades y las barreras encontradas en la práctica cotidiana han aminorado la garantía del derecho a una educación inclusiva plena para los alumnos con deficiencia visual. Sin embargo, es importante destacar el reconocimiento de la existencia de esfuerzos logrados por los profesores entrevistados que demostraron avances en las prácticas de educación inclusiva.Palabras clave: Inclusión escolar. Deficiencia visual. Dificultades.Estrategias. Enseñanza media

The Tomato Pip's Story: Creative Narratives as Bridging Cultural and Science Discourses for Indigenous Students

2017 ◽  
Vol 47 (2) ◽  
pp. 171-184
Author(s):  
Lorrin Ruihi Shortland ◽  
Terry Locke
Keyword(s):  
Digestive System ◽  
Indigenous Education ◽  
Disciplinary Literacy ◽  
Word Count ◽  
Indigenous Students ◽  
Science Discourse ◽  
Group Data ◽  
Focus Group Data ◽  
Human Digestive System

This article reports on what happened when a Rumaki pūtaiao kaiako (Science) teacher at a New Zealand high school trialled the use of creative narratives with her Year-10 students as a way of developing their understanding of the human digestive system. These students were members of the school's Māori immersion unit, and creative narratives were in part utilised as a bridge between science discourse and the cultural knowledges these students brought to their learning. In this case study, students developed ‘Tomato Pip’ narratives through four versions, which told the story of a tomato pip travelling through the human digestive system. Word-count data based on these versions and from a summative test were analysed and correlations found between test scores and three categories of word-count total (total words, total science words and total discrete science words). A discourse analysis of one student's narratives identified two distinct voices in these texts: the personal narrator and the emerging biologist. Questionnaire and focus-group data indicated that the use of creative narratives was both motivational to these students and effective as a bridge into science discourse mastery. It is argued that the findings have implications for disciplinary literacy theory, Indigenous education and science instruction.

Students with disability perspectives towards inclusive education at the College of Basic Education in Kuwait: Barriers and challenges: اتجاهات الطلبة ذوي الإعاقة تجاه الدمج التعليمي في كلية التربية الأساسية في دولة الكويت: العوائق والتحديات

2021 ◽  
Vol 5 (41) ◽  
pp. 218-200
Author(s):  
Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Structured Interviews ◽  
Visual Disability ◽  
Social Barriers ◽  
Data Coding ◽  
Inclusive Practice ◽  
College Of Basic Education ◽  
Barriers And Challenges

This research is a qualitative interpretive case study focuses on the perspectives of (6) students with physical and visual disability who study at college of basic education in Kuwait. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of inclusive practice and any barriers to participation. The researchers conducted semi structured interviews. It was processed and analysed through data coding, categorising and emergence of themes. Participants of the current study showed a willingness towards the concept of inclusion with some concerns, which include the cultural, structural, and social barriers of implementing inclusive education. The results of this study emphasise the importance of increasing the knowledge of inclusion and how to deal with students with disability. Overall, recommendations include a need for training courses for the faculty members at the College of Basic Education in the field of disability and inclusion.

scholarly journals Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880779 ◽  
Author(s):  
Edward Asamoah ◽  
Kwadwo Ofori-Dua ◽  
Ebenezer Cudjoe ◽  
Alhassan Abdullah ◽  
Joy Ato Nyarko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Educational Institution ◽  
Phenomenological Approach ◽  
Eastern Region ◽  
Inclusive School ◽  
Visually Impaired Students ◽  
Equal Educational Opportunities ◽  
Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

scholarly journals Registros de enfermagem e suas implicações para a qualidade do cuidado

2019 ◽  
Vol 9 (26) ◽  
pp. 3
Author(s):  
Beatriz Da Silva Sousa ◽  
Ana Clara Maciel Barroso
Keyword(s):  
Medical Records ◽  
Electronic Records ◽  
Structured Interviews ◽  
Health Records ◽  
Study Case ◽  
Artery Disease ◽  
Study Type ◽  
Nursing Professionals

Avaliar o registro dos enfermeiros nos prontuários do paciente eletrônico e convencional, com vista à melhoria da qualidade do cuidado. Estudo descritivo, tipo estudo de caso. Foram realizadas entrevistas semiestruturadas com 8 enfermeiros da enfermaria de coronariopatias e a análise dos registros nos dois tipos de prontuários do paciente. Nos 25 prontuários revistos, constatou-se o número de 51 registros, sendo 37 do prontuário eletrônico e 14 do prontuário convencional, média de 31 dias de internação. Atrelou-se a não realização ao número insuficiente de profissionais de enfermagem no setor em comparação à complexidade dos pacientes atendidos. Destaca-se como obstáculo o quantitativo de pessoal da equipe de enfermagem e sua carga de trabalho. Consequentemente, há necessidade de ajustes quantitativo e qualitativo no processo de trabalho relacionados a execução desta e das demais tarefas para que possam ser adequadamente conduzidas.Descritores: Cuidados de Enfermagem, Registros Eletrônicos de Saúde, Carga de trabalho. Nursing records and their implications for the quality of careAbstract: To evaluate nurses' records in the electronic and conventional patient charts, with a view to improving the quality of care. Descriptive study, case study type. Semi-structured interviews were carried out with 8 nurses from the coronary artery disease ward and the analysis of the records in the two types of patient records. In the 25 revised records, the number of 51 records was verified, being 37 of the electronic records and 14 of the conventional medical records, average of 31 days of hospitalization. There was a lack of achievement of the insufficient number of nursing professionals in the sector compared to the complexity of the patients attended. The number of nursing staff and their workload stands out as an obstacle. Consequently, there is a need for quantitative and qualitative adjustments in the work process related to the execution of this and other tasks so that they can be properly conducted.Descriptors: Nursing Care, Eletronic Health Records, Workload. Registros de enfermería y sus implicaciones para la calidad de la atenciónResumen: Evaluar el registro de los enfermeros en los prontuarios del paciente electrónico y convencional, con objetivo la mejora de la calidad del cuidado. Estudio descriptivo, tipo estudio de caso. Se realizaron entrevistas semiestructuradas con 8 enfermeros de la enfermería de coronariopatias y el análisis de los registros en los dos tipos de prontuarios del paciente. En los 25 prontuarios revisados, se constató el número de 51 registros, siendo 37 del prontuario electrónico y 14 del prontuario convencional, promedio de 31 días de internación. La no realización se debe al número insuficiente de profesionales de enfermería en el sector en comparación a la complejidad de los pacientes atendidos. Se destaca como obstáculo el cuantitativo de personal del equipo de enfermería y su carga de trabajo. En consecuencia, hay necesidad de ajustes cuantitativos y cualitativos en el proceso de trabajo relacionados con la ejecución de ésta y de las demás tareas para que puedan ser adecuadamente conducidas.Descriptores: Atención de Enfermería, Registros Electrónicos de Salud, Carga de Trabajo.

Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice

2018 ◽  
Vol 70 (4) ◽  
pp. 360-371
Author(s):  
Loraine McKay ◽  
Heather Manning
Keyword(s):  
Qualitative Research ◽  
Preservice Teachers ◽  
Inclusive Education ◽  
Sense Of Belonging ◽  
Structured Interviews ◽  
Data Set ◽  
Emerging Themes ◽  
Fitting In ◽  
The Cost

Preservice teachers enter university with a range of personally held beliefs related to inclusive education and themselves as educators. This article reports on one case study from a larger qualitative research project. The study examined a preservice teacher’s perceptions of herself as an inclusive educator as she approached the final year of her undergraduate degree. Data included a metaphorical representation of being an inclusive educator, and two semi-structured interviews held 6 months apart. The use of collage and a structured written response completed the data set. Evelein and Korthagen’s model of core reflection and Voice-Centred Relational Method were used to analyze the data. Analysis exposed the dissonance between the layers that separate the preservice teacher’s core qualities and the environment. Data are presented using I-poems and discussed using the emerging themes. The consequences for her emerging identity as an inclusive educator and sense of belonging in the profession are discussed.

scholarly journals Educación superior inclusiva: Un reto para las prácticas pedagógicas

2017 ◽  
Vol 21 (3) ◽  
pp. 1
Author(s):  
Ruth Zárate-Rueda ◽  
Sonia Patricia Díaz-Orozco ◽  
Leonardo Ortiz-Gumán
Keyword(s):  
Students With Disabilities ◽  
Social Communication ◽  
Qualitative Methodology ◽  
Research Process ◽  
Scientific Article ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Study Approach ◽  
The Social

 This scientific article shows the results of a research process whose objective was to analyze the practices and pedagogical strategies implemented by teachers of the Industrial University of Santander (UIS) and the Autonomous University of Bucaramanga (UNAB); these teachers have students with sensory disabilities in their classrooms. For this goal, a qualitative methodology was adopted with a case-study approach; 27 subjects participated in this process: 20 educators and 7 students from the programs of Law, International Business, Accounting, Social Communication, Gastronomy, Music, and Philosophy. Based on a sample of homogenous cases of intentional type and semi-structured interviews, it was possible to conclude that, despite the significant advances made so far, it is required for universities to promote institutional guidelines articulating participatory work with the educational community. This community intervenes in the social reality of students with disabilities, as well as in the axes of accessibility and communication.

scholarly journals Persepsi Siswa Difabel terhadap Praktik Pendidikan Inklusif di SMA Inklusi di Yogyakarta

INKLUSI ◽  
2016 ◽  
Vol 3 (2) ◽  
pp. 225
Author(s):  
Jamil Suprihatiningrum
Keyword(s):  
Content Analysis ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Single Case ◽  
System Support ◽  
Inclusive Practices ◽  
Analysis Technique ◽  
Inclusive School

The rationale behind this study is how students with disabilities’ perception towards the inclusive education and inclusive teaching practices. As a qualitative single case study, two participants (student with hearing loss and visual impairment) were involved to give their depth explanation about inclusive practices in one secondary inclusive school in Yogyakarta. These participants were recruited by purposive technique sampling. Data were gathered by open-ended interview, documents’ analysis, and direct observation for building and learning media. Data then were analyzed using content-analysis technique. The results show students with disabilities have a positive perception towards the inclusive practices in their school. They claimed, this practice would be valuable if: the school provides learning materials in different modalities and teachers offers multiple ways in teaching. Furthermore, system support and shaping the inclusive culture is necessary to realize the inclusive education and teaching practices.[Penelitian ini mencoba untuk mengungkap persepsi siswa difabel mengenai praktik pendidikan dan pembelajaran inklusif di salah satu SMA Inklusi di Yogyakarta. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan mengambil satu studi kasus yang melibatkan dua orang siswa difabel (Tuli dan tuna netra) sebagai responden melalui teknik purposive sampling. Data diungkap dengan wawancara semi terbuka, analisis dokumen dan observasi terhadap bangunan fisik dan media pembelajaran. Data kemudian dianalisis menggunakan teknik content-analysis. Hasil penelitian menunjukkan siswa memiliki persepsi yang cukup baik terhadap pelaksanaan pendidikan dan pembelajaran inklusif. Menurut siswa, praktik pembelajaran inklusif akan lebih bermakna jika aksesibilitas terhadap materi-materi pelajaran semakin dipermudah dengan menyediakan berbagai macam sumber belajar yang bervariasi, termasuk cara guru dalam menyampaikan pelajaran perlu menggunakan berbagai metode. Selain itu, dukungan sistem dan penciptaan budaya inklusif juga harus selalu dipupuk agar warga sekolah mampu mewujudkan praktik pendidikan dan pembelajaran inklusif yang seharusnya.]

scholarly journals Educação intercultural em religião de matriz africana na Amazônia: contribuições para uma Pedagogia Decolonial

Horizontes ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 101
Author(s):  
João Colares da Mota Neto
Keyword(s):  
Life Story ◽  
Participant Observation ◽  
African Origin ◽  
Structured Interviews ◽  
Ethnographic Interviews ◽  
Historia De Vida ◽  
Epistemological Debate ◽  
Study Type ◽  
Decolonial Pedagogy

ResumoO artigo pretende refletir sobre as relações entre o pensamento decolonial e o campo da educação, tomando como base uma etnografia das práticas educativas interculturais desenvolvidas no cotidiano de uma religião de matriz africana na Amazônia, o Tambor de Mina. Os dados deste estudo foram obtidos por meio de uma pesquisa qualitativa, do tipo estudo de caso etnográfico, no qual se realizou observação participante das práticas sociais, religiosas e educacionais do terreiro, entrevistas semiestruturadas com membros da casa, entrevistas etnográficas com entidades espirituais incorporadas em seus adeptos, descrição densa e levantamento de traços da história de vida dos sujeitos. Espera-se, a um só tempo, contribuir para o debate epistemológico centrado no cruzamento entre decolonialidade e educação, bem como discutir, a partir de elementos presentes na prática investigada, a possibilidade de construção de uma pedagogia decolonial na Amazônia que, dentre outros contributos, promova a tolerância na diversidade cultural e religiosa.Palavras-chave: Pedagogia decolonial; Educação; Tambor de Mina; Interculturalidade; Amazônia.Intercultural education in religion of African origin in Amazon: contributions to a Decolonial PedagogyAbstractThe article aims to reflect on relations between the decolonial thought and the education, based on an ethnography of intercultural education developed in the daily life of a religion of African origin in Amazon, the Tambor de Mina. Data from this study were obtained through a qualitative research, of an ethnographic case study type, with participant observation of social, religious and educational practices of the religion, semi-structured interviews with members of the house, ethnographic interviews with spiritual entities incorporated in its followers, dense description and life story of the subjects. It is expected, at the same time, contributing to the epistemological debate centered at the intersection between decoloniality and education, as well as to discuss, from elements present in the investigated practice, the possibility of building a decolonial pedagogy in the Amazon which, among other contributions, promote the tolerance in the cultural and religious diversity.Keywords: Decolonial Pedagogy; Education; Tambor de Mina; Interculturality; Amazon.

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