scholarly journals Aprendizagem e normalidade: reflexões sobre o "não" aprender como parâmetro de exclusão

2019 ◽  
Vol 88 (219) ◽  
Author(s):  
Maria Luisa Bissoto
Keyword(s):  
Special Needs ◽  
Social Exclusion ◽  
Mental Deficiency ◽  
Cognitive Models ◽  
Educational Practices ◽  
The Mind

Tem como objetivo discutir a (não) aprendizagem de conceitos acadêmicos e de condutas e hábitos socialmente validados como parâmetro de (a)normalidade e, assim, de exclusão social. A argumentação base é a de que as definições de (a)normalidade, principalmente as que categorizam a deficiência mental, se atêm, primeiramente, a determinadas concepções do que é a mente, do que significa aprender e de quem é o sujeito cognoscente, antes que a atributos portados pelo "anormal" em si. Metodologicamente, a questão da constituição da (a)normalidade da aprendizagem é analisada sob três modelos de cognição: o cognitivismo, o conexionismo e o dinamicismo. Pelos resultados se levanta a reflexão de que, concebendo-se a cognição por referenciais teóricos ligados ao dinamicismo, as delimitações de anormalidade mental, ora existentes, se fragilizam. Como conclusão, longe de negar a existência da deficiência, se assevera que é possível conceber o deficiente como um ser não afastado da ordem, abrindo caminhos para pensar práticas socioeducacionais que lhe permitam constituir-se, de fato, como sujeito. Palavras-chave: aprendizagem; cognição; deficiência; sujeito cognoscente. Abstract The aim of this article is to debate the (non) learning of academic concepts, behaviors and habits socially validated as parameter of (ab)normality, and thus, of social exclusion. The basic claim is that the current definitions of (ab)normality, mainly the ones that categorize the mental deficiency, if abides firstly to definitive conceptions about "what is the mind", "what does it mean to learn" and "who is the cognoscenti being"; before that the attributes carried for the "abnormal person" himself. Methodologically speaking the question of the learning ab(normality) constitution is analyzed in three cognitive models: the cognitivism, the conexionism and the dynamicism. From the results, one reflects the following: when conceiving cognition on dynamicism, the existing theoretical bias of mental abnormality is powerless. Far from the denying the existence of the deficiency as conclusion, one claims that it is possible to conceive the person with special needs not as a being drawn away from the order, opening ways to think socio-educational practices that allows him to be, in fact, a being. Keywords: learning; cognition; deficiency; cognoscente being.

A Quantitative Approach to Understanding the Mind of Children with Special Needs

2017 ◽  
Vol 6 (1) ◽  
pp. 50-56
Author(s):  
Arshine Kingsley ◽  
Rhea Mariam Daniel ◽  
Cynthia Mary Thomas ◽  
Natarajan Sriraam ◽  
G. Pradeep Kumar
Keyword(s):  
Statistical Analysis ◽  
Special Needs ◽  
Quantitative Approach ◽  
Children With Special Needs ◽  
Severe Handicaps ◽  
Charitable Trust ◽  
Time Accuracy ◽  
The Mind

This paper uses data acquired from a visit to ASHA (Academy for Severe Handicaps and Autism), a charitable trust in Bengaluru. The response of the students at ASHA to three different games was obtained for statistical analysis. They were assessed on three different parameters namely time, accuracy and difficulty. A comparison was done between the response of the children at ASHA and the response of children without special needs to the same. It was quantitatively realised that children with special needs exhibited lower levels of accuracy and alertness, apart from taking a large amount of time to complete a certain task.

scholarly journals CAREER GUIDANCE FOR PEOPLE WITH DISABILITY

2019 ◽  
Vol 1 ◽  
pp. 47
Author(s):  
Ilze Skabe
Keyword(s):  
At Risk ◽  
Labor Market ◽  
Career Development ◽  
Special Needs ◽  
Social Exclusion ◽  
Career Guidance ◽  
Continuous Process ◽  
People With Disabilities ◽  
People With Disability

People with disabilities in any society are at risk of social exclusion and discrimination. Nowadays, in recent decades, the treatment of people with disabilities has shifted towards giving people with special needs the opportunity to manage their own lives. The emphasis is on building a society that incorporates and is capable of meeting the needs of all people, including people with disabilities. Career development is a continuous process in which an individual uses information about himself, collects it and uses it to master the vast of professions and apply it to himself. This report discusses people with disabilities and their opportunities to integrate into the Latvian labor market.

scholarly journals Internet News Headlines: Ontological and Orthological Aspects

2021 ◽  
pp. 122-138
Author(s):  
E. N. Shirokova
Keyword(s):  
Cognitive Models ◽  
Multidimensional Analysis ◽  
Internet News ◽  
Grammatical Errors ◽  
Different Types ◽  
The Mind ◽  
Pragmatic Aspects ◽  
News Headlines ◽  
Semantic Interaction

The author presents the results of a multidimensional analysis of Internet news headlines based on the headings of the Yandex news aggregator. The issue of the text status of news headlines is considered. When solving this problem, special attention is paid to the formation of correlative paradigms of headings, united by a common denotative meaning. Methods of semantic interaction of heading paradigms based on different types of topic-rhematic deployment are described. It is proved that the paradigms of headings, complementing each other in informational and pragmatic aspects, form the discourse of Internet headings. It is concluded that this way of functioning of headlines enhances their semantic and visual autonomy from the news text, which allows us to consider Internet news headlines as minitext. The frequency methods of lexico-syntactic transformations of the original headings are analyzed, on the basis of which the constituents of paradigms are formed. At the same time, attention is focused on the orthological aspect of Internet headers. The author comes to the conclusion that the focus on the variability and efficiency of headings leads not only to the appearance of lexical and grammatical errors, but also to their replication and consolidation in the mind of the addressee as a result of changes in the structure of cognitive models.

scholarly journals Siiri and the “Bag Lady”: Analysing the Material Entanglements of Special Needs

1970 ◽  
Vol 9 (1) ◽  
Author(s):  
Riikka Hohti
Keyword(s):  
Qualitative Analysis ◽  
Special Needs ◽  
Critical Analysis ◽  
Teacher Professionalism ◽  
Educational Practices ◽  
Donna Haraway

In this article I discuss educational practices and policies relating to special needs, and I also address the assumptions about teacher professionalism in doing so. At the same time I consider the ontological premise of materiality and relationality as something that urges and opens up new possibilities for how qualitative analysis is done. I experiment with feminist posthumanist storytelling to analyse a particularly complex and affective piece of memory data. The empirical materials consist of “memory data” involving a 10-year-old girl, Siiri, myself, then her teacher, and the writing of a teacher’s statement about the student’s behaviour needed to make a special needs decision. The “bag lady” storytelling strategy by Donna Haraway foregrounds material detail and allows various close readings of the complexities of the special needs politics in schools. I propose this approach as a way of enacting critical analysis in an affirmative manner, that is, in a way that resists divisions and binaries and enhances nonreductive movement within the material entanglements of education.

The Thyroid Gland in Mental Deficiency: A Histological Study

1933 ◽  
Vol 79 (326) ◽  
pp. 464-500
Author(s):  
J. L. Newman
Keyword(s):  
Thyroid Gland ◽  
Thyroid Function ◽  
Histological Study ◽  
Mental Deficiency ◽  
Profound Influence ◽  
The Mind

The thyroid gland has a profound influence on the mind, both in its emotional and its intellectual aspects. The emotional features of hyperthyroidism are too well recognized to need stressing. So, too, is the association between gross diminution of thyroid function and the mental incapacity of cretinism. It was suspected, therefore, that even in those types of mental deficiency in which diminution of thyroid function was not recognizable clinically, it might be possible to detect some evidence of abnormality in the thyroid gland by histological study. Further justification for presupposing the possibility of thyroid derangement may be found in the fact that in many conditions an association between the thyroid and thymus has been established, and that in mental deficiency the thymus undergoes premature atrophy.

scholarly journals A Case for Cognitive Models in Visualization Research

2019 ◽  
Author(s):  
Lace Padilla
Keyword(s):  
Decision Making ◽  
Empirical Studies ◽  
Cognitive Model ◽  
Cognitive Models ◽  
User Studies ◽  
Integrative Model ◽  
Human Cognition ◽  
Cognitive Framework ◽  
The Mind

The visualization community has seen a rise in the adoption of user studies. Empirical user studies systematically test the assumptions that we make about how visualizations can help or hinder viewers' performance of tasks. Although the increase in user studies is encouraging, it is vital that research on human reasoning with visualizations be grounded in an understanding of how the mind functions. Previously, there were no sufficient models that illustrate the process of decision-making with visualizations. However, Padilla et al., 2018 recently proposed an integrative model for decision-making with visualizations, which expands on modern theories of visualization cognition and decision-making. In this paper, we provide insights into how cognitive models can accelerate innovation, improve validity, and facilitate replication efforts, which have yet to be thoroughly discussed in the visualization community. To do this, we offer a compact overview of the cognitive science of decision-making with visualizations for the visualization community, using the Padilla et al., 2018 cognitive model as a guiding framework. By detailing examples of visualization research that illustrate each component of the model, this paper offers novel insights into how visualization researchers can utilize a cognitive framework to guide their user studies. We provide practical examples of each component of the model from empirical studies of visualizations, along with visualization implications of each cognitive process, which have not been directly addressed in prior work. Finally, this work offers a case study in utilizing an understanding of human cognition to generate a novel solution to a visualization reasoning bias in the context of hurricane forecast track visualizations.

scholarly journals Public Attitudes Toward Special Needs Students as a Result of the DSM

2012 ◽  
Vol 1 (2) ◽  
pp. 31-38
Author(s):  
Amanda Elizabeth Lentino
Keyword(s):  
Mental Disorders ◽  
Special Needs ◽  
Public Attitudes ◽  
Mental Deficiency ◽  
Academic Needs ◽  
Special Needs Students ◽  
The Public ◽  
Iq Scores ◽  
New Criterion ◽  
Negative Connotation

Although the Diagnostic Statistical Manual for Mental Disorders (DSM) is universally used in the field of psychology to diagnose individuals, it is more of a political document than a scientific one. In the original version of the DSM (1952), students with mental disorders were diagnosed solely on IQ scores. But who has the power to determine what IQ score is “normal?” The American Psychiatric Association (APA) decides who is sane and who is not, and they persuade the public to accept their claims as being objective (Caplan, 1995). Thus, as the eminent philosopher Michel Foucault (1975) argues, mental professionals create the discourse on mental disorders, and they define the roles of madness and normalcy, deficiency and intelligence. In the first DSM, one was diagnosed as severely mentally deficient if he/she had an IQ score below 50. Part of the reason as to why the term special needs has a negative connotation is due to this abysmal score. Society and medical professionals only diagnosed severe cases of mental disorders. As the years progressed, the DSM gradually changed the criteria for being “mentally deficient” or having a “mental disorder.” In order to be diagnosed with profound mental deficiency, one must have an IQ score below 20. This new criterion adds to the negative connotation for special needs students. Although these students do not fit the criterion and may have incredible IQ scores, society erroneously holds the notion that people requiring special academic needs are severely deficient. This research paper shows how the DSM has shaped public attitudes toward mental disorders while it also criticizes the concept of IQ scores.

scholarly journals Educational and Digital Divides in Inclusive Education

Seminar.net ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 17
Author(s):  
Proscovia Suubi Nantongo ◽  
Per Hetland
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Educational Practices ◽  
Learning Session ◽  
Special Needs Education ◽  
Digital Divides ◽  
The Status ◽  
Video Material

How does the use of teacher-mediated videos facilitate access, interaction and participation among in-service teachers learning inclusive education? This study centred on observations of a teaching and learning session among in-service teachers, using the video material ‘Teachers for All’, to understand the status of inclusivity (i.e., access, interaction and participation – AIP model) in current educational practices. The aim of using the AIP model (Carpentier, 2012, 2015)was to provide a theoretical framework for analysing and building bridges between special needs education, where access signifies presence, and interaction socio-communicative relationships, and inclusive education, where participation signifies co-deciding and power. We conclude that the current educational practices are problematic. First, the learning focus is unilaterally directive (teacher-centred) towards students and lacks a dialogical component. Second, access, interaction and participation are thwarted because the existing teaching conditions do not accommodate the deeper dialogical practices that define the inclusive pedagogical intention of the video design.

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