scholarly journals A inclusão do aluno com deficiência visual: uma análise preliminar no município de São Sebastião da Amoreira – PR / Inclusion of visual deficiency students: a preliminary analysis in the municipality of São Sebastião da Amoreira - PR

2018 ◽  
Vol 28 (54) ◽  
pp. 588-597
Author(s):  
Suellen Jane Correia ◽  
Eloiza Cristiane Torres
Keyword(s):  
Preliminary Analysis ◽  
Regular Education ◽  
Initial Training ◽  
Special Educational Needs ◽  
Teaching Resources ◽  
Tactile Maps ◽  
Visually Impaired Students ◽  
Tactile Mapping ◽  
Education Network ◽  
Teaching Learning

Os recursos didáticos são abordados frequentemente pelo campo docente, pois são responsáveis em promover o processo de ensino aprendizagem dos alunos. Porém, cabe ao educador diversificar constantemente para atender a demanda em sala de aula. Já que, nenhum aluno aprende igual ao outro, cada um possui a sua singularidade, especialmente aqueles com necessidades educativas especiais. Assim, o objetivo central se baseou em compreender se os recursos cartográficos táteis estão sendo utilizados na rede regular de ensino, e como os professores lidam com os alunos com deficiência visual em suas disciplinas, mais especificamente nas aulas de geografia. Portanto, concluímos que realidade é tumultuosa os docentes sentem retraídos em lidar com os alunos com NEE, por inúmeros motivos citados por eles mesmo em entrevista como: formação inicial fragilizada, jornadas exaustivas, escassez de materiais para a confecção do recurso, carência de cursos de capacitação para os profissionais se prepararem para atender estes alunos. Portanto, todos esses apontamentos fazem com que os alunos sejam prejudicados no processo de ensino aprendizagem, afim de sanar este problema, espera-se mostrar aos professores ideias para inserir esse recurso em sala de aula, diminuindo assim o uso dos métodos descritivos e repetitivos com esses alunos.Palavras Chaves: Mapas Táteis; Inclusão; Recursos Didáticos.Abstract:The teaching resources are often addressed by the teaching field, as they are responsible for promoting the process of teaching students' learning. However, it is up to the educator to constantly diversify to meet the demand in the classroom. Since, no student learns the same as the other, each one has its singularity, especially those with special educational needs. Thus, the central objective was to understand whether tactile mapping resources are being used in the regular education network, and how teachers deal with visually impaired students in their subjects, more specifically in geography classes. Therefore, we conclude that reality is tumultuous teachers feel withdrawn in dealing with students with SEN, for many reasons cited by them even in an interview such as: initial training fragilized, exhaustive days, shortage of materials for the making of the resource, lack of courses of professionals to prepare to serve these students. Therefore, all these notes cause students to be harmed in the teaching-learning process, in order to solve this problem, it is hoped to show teachers ideas to insert this resource in the classroom, thus reducing the use of descriptive and repetitive methods with these students.Keywords: Tactile Maps; Inclusion; Didactic resources.  

scholarly journals The Educational Development of Autistic Students

2020 ◽  
Vol 5 (4) ◽  
pp. 327-329
Author(s):  
Gabriel Frazao Silva Pedrosa
Keyword(s):  
Regular Education ◽  
Educational Development ◽  
Descriptive Study ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Qualitative Approach ◽  
Educational Process ◽  
Initial Training ◽  
Special Educational Needs ◽  
Training Plan

The demand for an egalitarian education is a recurring subject in the current educational scenario, especially with regard to the inclusion of students with special educational needs, also, the need for a mediator to promote the development of the student in its full educational process. The objective of this study is to describe the educational process of a student with autism spectrum disorder from the insertion of a mediator in this medium. This is a descriptive study with a qualitative approach, a type of experience report. Regarding the pedagogical activities proposed in the classroom, its practice through the mediator contributed to the development of the student, from which the mediator can pay attention to the actions of the child. It is of paramount importance that educators, especially mediators, have a continuing and initial training plan regarding the expansion and acquisition of knowledge regarding the special educational needs of their students included in regular education.

scholarly journals Perspectives on Socio-Educational Inclusion of Children with Special Educational Needs

2022 ◽  
Author(s):  
Romana Oneț
Keyword(s):  
Human Rights ◽  
International Organizations ◽  
Regular Education ◽  
Educational Needs ◽  
Opinion Poll ◽  
Special Educational Needs ◽  
Mainstream Education ◽  
Learning Programs ◽  
Teaching Learning ◽  
Educational Inclusion

The socio-educational inclusion of children with special educational needs is an insufficiently explored topic in Romania, despite the fact that we are part of many international organizations that support human rights and an increasing number of nationally ratified conventions. This paper aims to capture the perception and attitude of teachers on the rights and possibilities of these children to integrate into mainstream education, identifying obstacles and possible solutions. The study was conducted through an opinion poll and a focus group with the participation of teachers from mainstream education units.The main conclusions show that regular education will not be able to integrate children with special educational needs, in the absence of differentiated teaching/ learning, programs and assessments tailored to the specifics of each child, a thorough training of teachers and support of specialized staff, parents and community.

scholarly journals COMPETENCIAS DOCENTES EN LA APLICACION DE ESTRATEGIASDE INTERVENCION DE AULA DURANTE EL PROCESO DE ENSENANZA-APRENDIZAJE PARA UNA EDUCACION INCLUSIVA Y CON CALIDAD: RESULTADOS PRELIMINARES

2021 ◽  
Vol 9 (06) ◽  
pp. 455-463
Author(s):  
Vilma Jones Soutt ◽  
Keyword(s):  
Costa Rica ◽  
Regular Education ◽  
Public Institutions ◽  
Quality Education ◽  
Curriculum Management ◽  
Special Educational Needs ◽  
Lack Of Information ◽  
Mixed Approach ◽  
Teaching Learning ◽  
Alternative Activities

Despite the fact that in recent years there has been much talk of the topic of inclusion in education in Costa Rica, there are still concerns and complaints by teachers of regular education with respect to the lack of information and guidelines that clarify their responsibilities in the process of inclusion. To attend to pupils with or without special educational needs in the regular classroom, it is a great challenge for these because it must comply with the curricular goals proposed, and implemented, various methodological strategies for a curriculum management of quality that, at times, is affected by the collective diversity. Therefore, with the aim of analyzing the competencies of teachers in the implementation of intervention strategies in the classroom during the teaching-learning process for an inclusive and quality education in the educational system of Costa Rica, an investigation was made of mixed approach, with the participation of 385 teachers of I - II Cycle, III Cycle, and Education Diversified belonging to public institutions. Between the preliminary results quantitative has been able to identify that 85% of the teachers agree that the use of alternative activities level of complexity is appropriate for the students progress in the development of their skills, also a 92% also state that to apply methodological strategies adapted for the pedagogical mediation depending on the skills, promotes inclusive practices.

scholarly journals A escola específica ou a regular?

2021 ◽  
Vol 3 (4) ◽  
pp. 2501-2509
Author(s):  
Khatlen Evelyn Queiroz Oliveira ◽  
Denilson Diniz Pereira
Keyword(s):  
Students With Disabilities ◽  
Regular Education ◽  
People With Disabilities ◽  
Educational Services ◽  
Special Educational Needs ◽  
Learning And Development ◽  
Resource Room ◽  
Practical Action ◽  
Effective Learning ◽  
Teaching Learning

Resumo Estamos em um momento social e político onde a pauta inclusão escolar de alunos com necessidades educacionais especiais na rede regular de ensino esta sendo debatido de forma ativa, devendo a mesma ser uma ação prática e um direito garantido. A lei é clara quanto à obrigatoriedade da matrícula independente de sua deficiência e a garantia de sala de recurso multifuncional (SRM) para o desenvolvimento do atendimento educacional especializado (AEE), garantindo currículo, método, técnicas, recursos educacionais e organização específica para as pessoas com deficiência. Devido às políticas publicas alguns pais ficam receosos em matricular seus filhos em uma escola regular ou específica, pois, em sua maioria as escolas amazônicas não possuem condições efetivas de aprendizagem e desenvolvimento para as pessoas com deficiência. Nesta perspectiva, conduzimos o leitor a refletir qual seria a escola adequada para a inserção de alunos com deficiência? De forma a torná-lo independente e participante de um grupo social que possa assim desenvolver suas habilidades no processo de ensino-aprendizagem.   ABSTRACT We are in a social and political moment where the issue of school inclusion for students with special educational needs in the regular education system is being actively discussed, and it should be a practical action and a guaranteed right. The law is clear as to the mandatory enrollment regardless of disability and the guarantee of a multipurpose resource room (SRM) for the development of specialized educational services (AEE), ensuring curriculum, method, techniques, educational resources and specific organization for people with disabilities. Due to public policies, some parents are afraid to enroll their children in a regular or specific school, because, most of the Amazon schools do not have effective learning and development conditions for people with disabilities. From this perspective, we lead the reader to reflect on what would be the appropriate school for the insertion of students with disabilities? In order to make them independent and participate in a social group that can thus develop their abilities in the teaching-learning process.  

scholarly journals Needs and expectations of teachers about the Science Museum of Castilla-La Mancha

2007 ◽  
Vol 06 (04) ◽  
pp. A01
Author(s):  
Santiago Langreo
Keyword(s):  
Science Museum ◽  
Democratic Participation ◽  
Science Museums ◽  
Teaching Resources ◽  
Successful Teachers ◽  
The Core ◽  
The People ◽  
La Mancha ◽  
Future Events ◽  
Teaching Learning

After serving the community for seven years, the Science Museum of Castilla-La Mancha (MCCM) has decided to renew itself. In this context, a survey of the needs and expectations of the people to which the museum is dedicated plays a major role for the changes planned to prove successful. Teachers are among the main users of the museum, staying at the core of all teaching-learning processes, and play a role as mediators between science and students. This paper analyses the judgements made by teachers about various types of events and teaching resources which are normally provided by science museums and, more specifically, the Science Museum of Castilla-La Mancha. Against that backdrop, science (our content), education (our objective) and the democratic participation of teachers will show a clear route to follow if one wants to achieve quality for our institution and its future events.

scholarly journals Audiobooks como ferramenta pedagógica na educação inclusiva de deficientes visuais

2016 ◽  
Vol 20 (1) ◽  
pp. 254
Author(s):  
Maritê De Oliveira ◽  
Liziany Muller Medeiros ◽  
Ana Cristina da Fonseca Ziegler ◽  
Andreia Lucimar Silva de Lima ◽  
Juliana Santos da Silva
Keyword(s):  
Visually Impaired ◽  
Regular Education ◽  
Development Process ◽  
Study Group ◽  
Rio Grande Do Sul ◽  
Regular School ◽  
Construction Of Knowledge ◽  
Visually Impaired Students ◽  
Children's Stories ◽  
The Right

The school inclusion involves much more than the right to a place in an institution of regular education. It encompasses the right of the student to rely on various pedagogical alternatives, according to their specific characteristics to help in the teachinglearning process and become subject in the construction of knowledge. Thinking about the difficulties of visually impaired students being included in the regular school and as data gathered through research, it was found restricted access to literary wo rks to the visually impaired. Thus students of the Curso Técnico em Publicidade from the Instituto Estadual de Educação Visconde de Cairu, Santa Rosa, Rio Grande do Sul, formed a study group in order to find alternatives to fill this gap. Came the idea of developing talking books from the tales and children's stories and thus was born Audiobooks Project. Throughout the project, notes, fiel d diaries were being made and were being collected materials so that each step was documented. This study discusses the development process Audiobooks Project, from its initial conception to distribution of materials to schools in the area. It is expected to provid e support for similar projects that are produced or that new pedagogical alternatives are designed, benefiting all special students and contributing to the construction of knowledge and effective citizenship.

scholarly journals The ICT and New Scenarios for Diversity

2020 ◽  
Vol 5 (3) ◽  
pp. p1
Author(s):  
José Manuel Salum Tomé, PhD.
Keyword(s):  
Educational System ◽  
Learning Process ◽  
New Technologies ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
New Knowledge ◽  
Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

scholarly journals Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva

2019 ◽  
Vol 20 ◽  
pp. 702-713
Author(s):  
Sónia Leite ◽  
Diana Brás
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Educational Needs ◽  
Target Audience ◽  
International Classification ◽  
Economic Factors ◽  
Special Educational Needs ◽  
Over Time ◽  
The Way

Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law

Modification of Attitudes of Regular Education Preservice Teachers toward Visually Impaired Students

1982 ◽  
Vol 76 (2) ◽  
pp. 49-52 ◽  
Author(s):  
Thomas M. Skrtic ◽  
Frances L. Clark ◽  
Warren J. White
Keyword(s):  
Preservice Teachers ◽  
Visually Impaired ◽  
Regular Education ◽  
Intervention Strategies ◽  
Personal Contact ◽  
Unexpected Finding ◽  
Control Subjects ◽  
Cognitive Information ◽  
Visually Impaired Students

This study compared the effectiveness of two intervention strategies on the attitudes of regular education preservice teachers toward visually impaired students. One group received cognitive information about visually impaired individuals, and a second group received information in combination with personal contact. The attitudes of subjects receiving information in combination with personal contact were significantly improved. The attitudes of subjects receiving information only were not significantly different from control subjects who received no intervention. The importance of personal contact with visually impaired students in attitude interventions for preservice teachers is stressed. An unexpected finding was that the reported attitudes of trained profesionals who serve visually impaired students were not significantly different from those of control subjects, or those of subjects who received information only.

Sign in / Sign up

Export Citation Format

Share Document