Página 1 dos resultados de 79 itens digitais encontrados em 0.014 segundos

Sexualidade na adolescência

Vieira, Rita Vasconcelos
Fonte: [s.n.] Publicador: [s.n.]
Tipo: Dissertação de Mestrado
Publicado em //2015 Português
Relevância na Pesquisa
89.52866%
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor; A sexualidade é um fenómeno natural, transversal a todo o ser humano, devendo ser vivenciada na sua plenitude por todos sem exceção. O presente trabalho de investigação tem como objectivos, a implementação de um programa de Educação Sexual (Projeto ESA) a alunos com défice intelectual, ao mesmo tempo que procura aferir a aquisição de conhecimentos e a importância manifestada por estes alunos na sua aplicação. Com a implementação deste programa pretendeu-se proporcionar informação/formação, de modo a possibilitar a expressão e vivência da sexualidade, por parte dos jovens portadores de défice intelectual de forma mais consciente, autónoma e saudável, minimizando a sua vulnerabilidade, preconceitos e repressões. A recolha de dados foi efectuada através da aplicação de dois questionários, um dos quais funcionou como pré teste e pós teste, com questões fechadas e um outro de autoavaliação que incluía questões abertas e fechadas. Participaram no estudo três alunas do segundo ano do curso de educação e formação...

Atendimento educacional especializado complementar e a deficiência intelectual: considerações sobre a efetivação do direito à educação; Specialized complementary educational service and intellectual disability: considerations on implementing the right to education.

Dias, Marília Costa
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 06/04/2010 Português
Relevância na Pesquisa
89.9851%
O atendimento educacional especializado complementar para alunos com deficiência intelectual é uma das formas de se exercer o direito à diferença de modo a garantir a igualdade de oportunidades no processo de escolarização. E, para que a inclusão escolar desses alunos resulte em exercício do direito à educação, é necessário que a experiência escolar seja repensada do ponto de vista da gestão e dos resultados que dela se espera, tanto na esfera dos sistemas de ensino, como da gestão escolar e da sala de aula. Também é preciso que o professor especializado no campo da deficiência intelectual compreenda o funcionamento cognitivo para saber como fazer mediações pedagógicas que resultem em condições mais favoráveis à aprendizagem desses alunos. O presente estudo objetivou a construção de referenciais para a consolidação do atendimento educacional especializado complementar da APAE de São Paulo, como serviço de apoio aos sistemas de ensino na inclusão escolar do aluno com deficiência intelectual. Teve a pesquisaação como abordagem metodológica, o que implicou na constituição de um grupo de trabalho, formado pela pesquisadora e oito profissionais da APAE de São Paulo, para debater a prática do atendimento educacional especializado complementar para alunos com deficiência intelectual...

Ensino de fatos aritméticos para escolares com deficiência intelectual; Teaching arithmetic facts to students with intellectual disabilities

Cechin, Michelle Brugnera Cruz; Costa, Adriana Corrêa; Dorneles, Beatriz Vargas
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
89.12009%
Este estudo identificou os procedimentos de contagem usados por crianças com deficiência intelectual e verificou os efeitos de um programa de intervenção direcionado ao ensino de fatos aritméticos. Participaram três crianças, entre oito e 12 anos, de uma escola da rede municipal de ensino de Porto Alegre, Rio Grande do Sul, que atende fundamentalmente às classes socioeconômicas baixas. A partir da revisão de literatura sobre os processos cognitivos envolvidos na resolução de problemas aditivos e as implicações para o seu ensino, avaliou-se a eficácia de um modelo de intervenção pedagógica como um recurso para o avanço no uso dos procedimentos de contagem. Foi aplicado um programa em 10 encontros, realizados uma vez por semana, com duração de aproximadamente cinquenta minutos cada. A proposta caracterizou-se pelo ensino direto, explícito e sistemático, através de sequências de instrução, partindo dos procedimentos de contagem usados pelos estudantes, que foram avaliados em dois momentos (pré-teste e pós-teste). Verificou-se que houve um avanço nos procedimentos de contagem utilizados pelas crianças após a intervenção, revelando que o programa foi eficaz. Mesmo intervenções de curta duração, como é o caso desta...

O professor no processo de inclusão de alunos com deficiência intelectual : um estudo sobre os significados construídos no fazer pedagógico; The teacher in the inclusion process of students with intellectual disability : a study about the meanings constructed on the pedagogic making

Teles, Stela Martins
Fonte: Universidade de Brasília Publicador: Universidade de Brasília
Tipo: Dissertação
Português
Relevância na Pesquisa
89.81149%
Dissertação (mestrado)—Universidade de Brasília, Instituto de Psicologia, 2010.; Este trabalho pretende contribuir para a compreensão dos processos de construção de significados pelo professor sobre a inclusão e a escolarização de alunos com deficiência intelectual no Ensino Fundamental. A partir de abordagens que consideram a dialogicidade para a construção dos significados que ocorre nas relações do eu com o outro, dentro de um contexto social, historicamente situado, buscamos nesta pesquisa compreender, identificar e analisar a construção de significados de professores no contexto da prática pedagógica em salas de aula inclusivas. Entendemos que estes significados são constituídos no processo de formação profissional e na prática pedagógica do professor, permeados por discursos segregacionistas e não segregacionistas sobre a inclusão e a escolarização de alunos com deficiência intelectual.Partimos do pressuposto de que a aceitação e a inclusão de pessoas com deficiência intelectual na sociedade fazem parte de um processo histórico que configura uma mudança nas crenças e valores em relação às possibilidades de atuação social de uma população que durante muito tempo foi e ainda é segregada...

A escola de hoje : organização educativa para os alunos com DID? : um estudo de caso

Azevedo, Cristina Paula Teixeira Mafra Estrela
Fonte: Universidade Católica Portuguesa Publicador: Universidade Católica Portuguesa
Tipo: Dissertação de Mestrado
Publicado em 30/11/2012 Português
Relevância na Pesquisa
68.97542%
A escola tem vindo a modificar o seu modo de atuar, de forma a dar uma resposta mais adequada às necessidades educativas dos alunos. No entanto, esta resposta difere consoante a realidade e nem sempre parece ser a mais eficaz. O conceito de inclusão, na sua vertente educativa, alicerça-se no pressuposto de assegurar a todas as crianças e jovens o direito à educação, nas escolas do ensino regular das suas comunidades, independentemente das suas características ou dificuldades. A implementação de um modelo inclusivo, requer uma planificação sistemática e flexível, colaborativa, apoiada, entre outros, num conjunto de parâmetros como sejam a cultura da escola, as características dos líderes, a participação, os recursos e os apoios disponíveis e as estratégias de intervenção e de avaliação. Nesta perspetiva, o nosso estudo enquadra-se numa abordagem compreensiva acerca da organização do processo educativo dos alunos com Dificuldade Intelectual e Desenvolvimental (DID), abrangidos pela medida Currículo Específico Individual (CEI) que frequentam o 7º, 8º e 9º anos de escolaridade de um agrupamento de escolas. Em busca de algumas respostas, para além da análise de alguns documentos, recolhemos a opinião da comunidade educativa...

Objective control skills among students with intellectual disability at special school in Korea

Jeoung, Bog Ja
Fonte: Korean Society of Exercise Rehabilitation Publicador: Korean Society of Exercise Rehabilitation
Tipo: Artigo de Revista Científica
Publicado em 31/10/2013 Português
Relevância na Pesquisa
89.29057%
The purpose of this study was to examine the level of objective control skill and performance criteria of students with intellectual disability at special school. Three hundred thirty one students with intellectual disability were participated this study (M: 230, F: 101). Their aged was from 10-18 aged old. We had the test the objective control skill by video, objective control skill consisted of overhand throwing, catching, kicking, hitting, dribbling. Data were analyzed using liner regression and calculated mean, standard error, standard deviation and 95% confidence interval. Total objective control skill mastery was 47%, and hitting skill score was the highest than another subtest, the lowest performance skill was overhand throwing. There were showed that not significant difference object control skill in according to gender. Also not effect object control skill and subtest in according to age except dribbling. It was showed that significant effect objective control skill in according to disability level.

Assessment of the Self-Determination of Spanish Students with Intellectual Disabilities and other Educational Needs

Gomez-Vela, Maria; Verdugo, Miguel Angel; Gonzalez Gil, Francisca; Corbella, Marta Badia; Wehmeyer, Michael L.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2012 Português
Relevância na Pesquisa
79.63731%
The purpose of this study was to assess the self-determination of Spanish high school students with Intellectual Disability and other Special Educational Needs (SEN). A total of 371 students between 11 and 17 years of age participated in the study. Of these, 46.4% (n=171) presented SEN, specifically learning disabilities (n=97; 26.2%), borderline and intellectual disability with higher IQ scores (n=43; 11.6%) and mild intellectual disability (n=32; 8.6%). The remaining students without SEN made up the control group. The assessment was carried out using a translated and validated Spanish version of The Arc’s Self-Determination Scale (Wehmeyer, 1995). This measure had appropriate psychometric properties. Students with SEN obtained significantly lower scores than their peers without SEN. However, no differences were found in relation to the type of SEN or, more specifically, in relation to the presence of intellectual disability. The educational implications of the results are discussed.

An Evaluation of the Beyond High School Model on the Self-Determination of Students with Intellectual Disability

Palmer, Susan B.; Wehmeyer, Michael L.; Shogren, Karrie; Williams-Diehm, Kendra; Soukup, Jane
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
89.42096%
Students with intellectual disability are often served in community-based services to promote effective adult outcomes in employment, community inclusion, and independent living (Gaumer, Morningstar & Clark (2004). Beyond High School (Wehmeyer, Garner, Lawrence, Yeager, & Davis, 2006), a multi-stage model to promote student involvement in educational planning, was effectively used by 109 students with mild and moderate levels of intellectual disability between 17.8 and 21 years of age to increase student abilities. Results are discussed in regard to improved transition opportunities for individuals with intellectual disability such as those afforded through post-secondary education.

Educação inclusiva: práticas de professores frente à deficiência intelectual

Santos, Teresa Cristina Coelho dos
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Educação; Educação Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Educação; Educação
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
69.502256%
The present work is a survey of pedagogical practices of teachers who experience the daily school with students with Intellectual Disability (ID) in their classrooms, considered inclusive. The study was conducted in academic year 2010 in a municipal school in Natal-RN, aimed at investigating the pedagogical practices developed by the participating teachers as well as its view of the front of Intellectual Disabilities students who are inserted in the initial years of Elementary School. In methodological choice, considering the nature of the phenomenon, we chose the qualitative approach and the case study method. The observation and semi-structured interview were used as procedures, which contributed to a significant collection of data in an attempt to answer the objectives. The study subjects were selected by convenience and were formed into two teachers from Elementary School I, linked to the public educational system, which volunteered to collaborate in this research. The analysis of the observations and of the speeches made possible build pedagogical considerations on the action with students with Intellectual Disabilities in a regular school. The results point to a practice covered with a traditional pedagogy, with a few adjustments...

Realidade virtual como tecnologia assistiva para alunos com deficiência intelectual

Malaquias, Fernanda Francielle de Oliveira
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
69.738027%
Esta pesquisa foi desenvolvida com o objetivo de avaliar o potencial da Realidade Virtual como tecnologia assistiva para alunos com deficiência intelectual, especialmente no ensino de conceitos lógico-matemáticos. Para tanto, foi desenvolvido um software, denominado VirtualMat, que consiste em um jogo educativo baseado em Realidade Virtual. Esse jogo possibilita ao professor explorar com os alunos diversos conceitos fundamentais da Matemática. Ele foi validado por profissionais da área de educação especial e utilizado em duas escolas inclusivas por alunos com deficiência intelectual. A fim de avaliar a eficiência do VirtualMat, foi adotada uma metodologia tanto quantitativa quanto a qualitativa. Na etapa quantitativa foram aplicados questionários aos professores. Esses questionários, referentes às habilidades e conhecimentos dos alunos em questão, foram aplicados antes da etapa de utilização do VirtualMat nas escolas e foram reaplicados após um período de 3 meses de uso. Para análise estatística utilizou-se o teste t, a fim de verificar se a pontuação média geral dos alunos após a utilização do VirtualMat seria significativamente maior que a alcançada antes da utilização do mesmo, bem como estatísticas descritivas para análises exploratórias. Na etapa qualitativa...

Supporting Students with Intellectual Disabilities in Higher Education through Mentoring

Giust, Amanda; Valle-Riestra, Diana
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
78.696533%
Federal legislation is now making it possible for students with Intellectual Disabilities (ID) to enroll in university programs through inclusive transition models. The need for more knowledge in the workplace, in addition to newly acquired opportunities, draws students with ID to college campuses. With this increase of student in postsecondary education settings, it is necessary to examine the types of supports needed to ensure their success. Peer mentorship has been identified as a crucial aspect of support for academic and social development. This paper identifies the skills mentors use during their sessions and outlines challenges with mentoring partnerships in postsecondary transition programs. Data analysis revealed major themes related to inclusion, self-determination, and adaptive behavior skills.

An investigation of self-concept, test anxiety and support services among students with vision impairment and students with intellectual disability in South Australia.

Datta, Poulomee
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2013 Português
Relevância na Pesquisa
130.41965%
There is an absence of research in Australia on self-concept and test anxiety in students with disabilities although testing is taken for granted among students without disabilities. This study investigated the self-concept and test anxiety of the students in each of two disability groups, those with vision impairment and those with intellectual disability who were placed in specialist and mainstream educational settings in South Australia. The qualitative study aimed to gain insights into what students with vision impairment and those with intellectual disability felt about themselves and their achievements across the different dimensions of self-concept and to understand the nature and extent of their anxiety in test situations. In addition, it sought to examine how far the support services provided in schools proved helpful to students with vision impairment and those with intellectual disability. This research was divided into two stages of execution. In Stage 1, the ‘Tennessee Self- Concept Scale: Second Edition’ and the ‘Test Anxiety Inventory’ were administered to 25 students with vision impairment and 20 students with intellectual disability. In Stage 2, interviews were conducted with 14 students with vision impairment and nine students with intellectual disability...

Development of Independent Living Skills in Project Panther LIFE Students during the Summer Residential Program

Valle-Riestra, Diana, PhD.; Giust, Amanda
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
68.743813%
Project Panther LIFE: Panther Learning Is For Everyone is an ongoing collaborative partnership between Florida International University (FIU), Miami-Dade County Public Schools (M-DCPS), and Parent to Parent of Miami, Inc. to develop, implement, support, and expand a non-degree postsecondary transition program for students with intellectual disabilities (ID). In Summer 2014, the program launched its first on-campus three-week Summer Residential Program (SRP) which focused on the development of independent living skills and self-determination skills An overview of the SRP components, program support systems, and benefits of the experience will be given through the perspective of key personnel, partnerships, and students.

The Experiences of Students with Intellectual Disability and their Teachers During the Implementation Process of an Augmentative and Alternative Communication Device: A Case Study

Paterson, Leslie A.
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
109.40733%
The purpose of this study was to describe the experiences of students with intellectual disability (ID) and their teachers throughout the implementation process of an augmentative and alternative communication (AAC) device. Two students and three teachers at an arts-based school for adults with developmental disabilities were trained by a speech and language pathologist on how to use the device. The students were selected by the teachers because they had limited ability to produce speech, and it was thought that they would benefit from using the device. The three teachers made up the school’s faculty, and the speech and language pathologist was selected based on her expertise working with people with developmental disabilities. Self-determination theory (Deci & Ryan, 1985) framed the study, and, it guided the observations and discussion of this thesis. Student experiences were explained through the lens of this theory, but teacher experiences were more applicable to Guskey’s (1989) model of teacher change. This framework was used to interpret the experiences of the teachers. Data were collected through direct observations and teacher journals throughout the implementation process, and semi-structured interviews, post-implementation. A total of 10...

INCLUSIVE POST-SECONDARY EDUCATION: STORIES OF SEVEN STUDENTS WITH INTELLECTUAL DISABILITIES ATTENDING COLLEGE IN ONTARIO, CANADA

Gallinger, Katherine R.
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
89.87094%
Post-secondary education is an aspiration for many students; however, students with intellectual disabilities are provided few opportunities to pursue this dream. Current practices in the Ontario system of education frequently segregate and exclude students with intellectual disabilities from participation in the educational opportunities that are provided to non-disabled students. These educational practices ultimately limit opportunities for students with intellectual disabilities, and as such, fail to provide sufficient credentials to these students so they can participate in post-secondary education or employment. In recent years, alternative routes through post-secondary education across Canada, and in Ontario, have been emerging for students with intellectual disabilities. Yet, these opportunities are not enshrined in government policies or post-secondary practice, and are only provided at the discretion of a handful of post-secondary institutions across Ontario. The purpose of this study is to provide an understanding of the inclusive post-secondary education experience from the perspectives of students who were participating in inclusive college programs in Ontario. Seven participants were recruited from two colleges in Ontario that provide an inclusive post-secondary experience for students with intellectual disabilities. Through a disability studies framework...

Attitudes toward Adults with Intellectual Disability: A Survey of Ontario Occupational and Physical Therapy Students

Vermeltfoort, Kayla; Staruszkiewicz, Anna; Anselm, Katherine; Badnjevic, Alma; Burton, Kristin; Switzer-McIntyre, Sharon; Yeung, Euson; Balogh, Robert
Fonte: University of Toronto Press Incorporated Publicador: University of Toronto Press Incorporated
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
69.00027%
Purpose: To examine attitudes of students in Ontario master's degree programmes in occupational therapy (MScOT) and physical therapy (MScPT) toward adults with intellectual disability (ID). Methods: A quantitative cross-sectional survey study was conducted. An electronic questionnaire was distributed to 1,255 MScOT/PT students at five Ontario universities via email, using a modified Dillman approach. Descriptive statistics were used to describe experiences, attitudes, willingness, and preparedness. Results: Overall response rate was 17.9%. A total of 96.0% of respondents felt “quite” or “very willing” to deliver rehabilitation to adults with ID; however, 50.7% of respondents felt “not at all prepared” or “a little prepared” to interact with this population in a clinical setting. Of those who felt unprepared, 75.4% reported it to be due to inadequate knowledge. In addition, Ontario MScOT/PT students have neutral attitudes toward adults with ID. Conclusions: While many MScOT/PT students are willing to deliver rehabilitation to adults with ID, a large proportion do not feel adequately prepared to interact with this population in a clinical setting. These findings could inform future research and curricular reform in the rehabilitation professions so that future clinicians are better prepared to provide support for this population.

Repeated Reading Strategy for Students with Intellectual Disabilities

Spell, David T
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
68.322886%
Repeated Reading Strategy used with Intellectually Disabled Students in order to increase reading fluency and comprehension.

Repeated Readings to Promote Fluency for Students with Intellectual Disabilities

Armada, Christina
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
88.92261%
Reading fluency is a skill that’s difficult for many students to acquire. However, research suggests that consistently implementing the Repeated Reading intervention can help students increase fluency and comprehension. The effect of this strategy when used to promote reading fluency in secondary students with severe intellectual disabilities has yet to be investigated. My research will examine the effect of the Repeated Reading intervention on the fluency level of students with intellectual disabilities in a public high school.

The present, past and future of the study of intellectual disability: challenges in developing countries

Parmenter,Trevor R
Fonte: Instituto Nacional de Salud Pública Publicador: Instituto Nacional de Salud Pública
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2008 Português
Relevância na Pesquisa
69.137666%
There is strong evidence that socio-cultural factors largely determine what is seen as competent behaviour. Within western high income countries, driven by the values of utilitarian individualism, the construct of intellectual disability has been largely determined to meet the needs of urban, industrialised societies. In contrast, competence in non-industrialised societies may be more reflected in collaborative, interpersonal problem solving skills such as those found among Nigerian students labelled as intellectually disabled. However, people who are judged to be incompetent or "obtrusive" in countries deficient in support services, are often neglected and consigned to a life in poorly managed segregated institutions, as is the case in China, Russia and some countries in Eastern Europe. Non western countries that have a long history of a globalised economy, such as Taiwan and Japan also remain committed to segregated institutional provisions for people with an intellectual disability, despite a notional acceptance of inclusionary policies enunciated by the United Nations’ Declarations and Conventions. In this paper is concluded that it must be recognised that the population of people with an intellectual disability, regardless of how the condition is defined and classified...

The present, past and future of the study of intellectual disability: challenges in developing countries

Parmenter,Trevor R
Fonte: Instituto Nacional de Salud Pública Publicador: Instituto Nacional de Salud Pública
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2008 Português
Relevância na Pesquisa
69.137666%
There is strong evidence that socio-cultural factors largely determine what is seen as competent behaviour. Within western high income countries, driven by the values of utilitarian individualism, the construct of intellectual disability has been largely determined to meet the needs of urban, industrialised societies. In contrast, competence in non-industrialised societies may be more reflected in collaborative, interpersonal problem solving skills such as those found among Nigerian students labelled as intellectually disabled. However, people who are judged to be incompetent or "obtrusive" in countries deficient in support services, are often neglected and consigned to a life in poorly managed segregated institutions, as is the case in China, Russia and some countries in Eastern Europe. Non western countries that have a long history of a globalised economy, such as Taiwan and Japan also remain committed to segregated institutional provisions for people with an intellectual disability, despite a notional acceptance of inclusionary policies enunciated by the United Nations’ Declarations and Conventions. In this paper is concluded that it must be recognised that the population of people with an intellectual disability, regardless of how the condition is defined and classified...