Carolina Severino Lopes da Costa

Possibilidades da Tutoria de Pares para Estudantes com Deficiência Visual no Ensino Técnico e Superior

School inclusion can bring indisputable benefits for the development of people with disability, provided that adjustments and adaptations are conducted in the school dynamics and pedagogical proposals to meet their educational needs. Researchers and practitioners in the field are facing the challenge of studying theories and practices that contribute to inclusive education and that aim to improve the quality of such education. Thus, this study aimed to analyze and describe the perception of students with visual disabilities and without disabilities (tutors) regarding the activities carried out as mentoring pairs. The study took place in a Federal Institute of Education, Science and Technology in the interior of Northeastern Brazil. Participants were seven students with visual impairments who were to be tutored, six in the role of tutors and the supervisor responsible for tutoring. For data collection, a semi-structured interview was used, with versions for the persons being tutored, the tutors and the supervisor. Data were analyzed using thematic categorization of content analysis using the software Atlas-Ti. The results showed that the tutor - tutored dyads who were classmates presented the highest degree of satisfaction regarding the mentoring relationship, both in view of those being tutored and those doing the tutoring. According to the results, we concluded that peer tutoring pairs can be a promising strategy for providing support for including students with visual impairments in technical and higher education.

Envolvimento materno e desempenho acadêmico: comparando crianças residindo com a mãe e com ambos os pais

This study aimed to compare maternal involvement among children living with their mother or with both parents and the academic performance of children in these two family contexts and correlate the frequency of the mother’s involvement with their child’s academic performance. The 30 children who participated in this study ranged in age from 9 to 11 years, studying in the third or fourth grade, with half living in single-parent families and half living with both parents. The Academic Achievement Test (AAT) was used to evaluate the children’s academic performance. The Questionnaire on the Quality of Family Interactions – Child Version captured maternal involvement. Results showed that there were several significant differences between the two children’s groups, in terms of their mothers’ involvement. In addition, maternal involvement in the single parent group showed a much stronger relationship with the children’s academic performance than in the two parent groups.Este estudio tuvo como objetivo: comparar el envolvimiento materno de ninos que viven con la madre y con los dos padres; comparar el desempeno academico de ninos que viven en esos dos contextos y relacionar la frecuencia de envolvimiento materno con el desempeno academico de los ninos. Participaron 30 ninos con edades entre 9 y 11 anos, alumnos de 3o y 4o grado, siendo que mitad vivia en familias mono parentales y mitad con los dos padres. Para evaluar el desempeno escolar de los ninos se utilizo el Teste de Desempenho Escolar (TDE). Para caracterizar el envolvimiento materno se utilizo el Questionario da Qualidade da Interacao Familiar na Visao dos Filhos. Los resultados mostraron algunas diferencias significativas en el envolvimiento materno en los dos grupos. Ademas de eso, el envolvimiento materno en el grupo mono parental presento una relacion mucho mayor con el desempeno escolar de sus hijos en comparacion al grupo bi-parental.

Intervenção com monitores de Organização Não-Governamental: diminuindo problemas de comportamento em crianças

This studys main objective was to evaluate the overall effects of an intervention conducted by the staff of a Non-Governmental Organization with school children about their behavior problems. Six staff members, 24 children aged between 8 and 11 years old, and at least one of their parents or caretakers took part of the study. The intervention program was divided in two parts: (a) training targeted to the staff deal with childrens behavior problems; (b) consultation on organizational aspects of the NGO. Children were assessed at four different moments: before the intervention, after training, right after the consultation, and 10 months later. The following instruments were used in all phases: Strengths and Difficulties Questionnaire, Social Skills Rating System - Teachers Version, and Observation Protocols of Child Behavior Problems. Post-tests results when compared with pre-test showed: (a) statistically significant decreases of mean values related to behavior problems; (b) statistically significant increases of mean values regarding scores associated with social skills repertoire. It can be stated that the intervention was effective to reduce childrens behavior problems.

Habilidades Sociais de alunos surdos na perspectiva de professores da classe bilíngue, da classe comum e intérprete

This study aimed to describe the repertoire of social skills, behavior problems and academic competence of 15 children / adolescents with hearing loss, the vision of a bilingual class teacher, interpreter and regular classroom teachers. The study included four teachers and one interpreter, two common class and two bilingual class. It was used as data collection instrument, the System of Social Skills Assessment (SSRS-BR). The teacher evaluation instrument for the three scales - social skills, behavior problems and Academic Competence - was positive since most students were classified with high median and repertoires. The results also proved to be contrary to the initial hypothesis, it was expected that the teachers of the bilingual class, for work directly with deaf students using the pound as the language of instruction, could evaluate them more positively, with respect to Social skills, behavior problems and Academic Competence compared to teacher evaluations of the common class, which did not occur. We conclude that in general the deaf students were evaluated with a median repertoire of social skills and academic competence, and the teachers of the common class who made more positive ratings. It is suggested that research on the use of other valuation measures are carried out to deepen and confirm the data obtained.

Desempenho acadêmico nas séries do ensino fundamental: Relação com o desenvolvimento social

Este estudo teve por objetivos: (a) verificar a relacao entre os problemas de comportamento, o repertorio de habilidades sociais e o desempenho academico de criancas e adolescentes e (b) identificar a porcentagem de criancas e adolescentes com problemas de comportamento e baixo desempenho academico, segundo a opiniao dos professores. Participaram do estudo 27 professores, de um total de 215 alunos da 1a a 8a serie do Ensino Fundamental, com media de idade de nove anos. As professoras responderam ao Social Skills Rating System- Versao para Professores (que avalia o repertorio de habilidades sociais, os problemas de comportamento e o desempenho academico do aluno). Utilizou-se o teste de correlacao de Pearson para verificar a relacao entre as variaveis estudadas. Os resultados mostraram que o repertorio de habilidades sociais e os problemas de comportamento (internalizantes, externalizantes e total) estavam negativamente correlacionados entre si, ou seja, quanto maior o repertorio de habilidades, menor os indices de problemas de comportamento. Alem disso, quanto maior os problemas de comportamento menor o desempenho academico das criancas e dos adolescentes. Respondendo ao segundo objetivo, mais da metade das criancas e dos adolescentes foram avaliados pelas professoras com baixo repertorio de habilidades sociais e com altos indices de problemas de comportamento e 27,3% da amostra apresentou desempenho academico abaixo da media. Esses resultados apontam para a necessidade de intervir com criancas e adolescentes para melhorar o repertorio de habilidades sociais e assim diminuir a probabilidade de apresentar problemas ao longo do desenvolvimento.

A concepção de professores sobre o atendimento educacional especializado em salas de recursos multifuncionais

The specialized educational service (SES) has been considered part of the inclusion process of special education target groupin the regular educational system. Guidelines of current Ministry of Education policy recommend that this service should be offered in multifunctional resource classrooms (MRC). With the purpose of getting to know better the characteristics of this service, this study aimed to describe and analyze some aspects of

The teachers’ conception of specialized educational service in multifunctional resource classrooms

1024x768 1024x768 The specialized educational service (SES) has been considered part of the inclusion process of special education target groupin the regular educational system. Guidelines of current Ministry of Education policy recommend that this service should be offered in multifuncional resource classrooms (MRC). With the purpose of getting to know better the characteristics of this service, this study aimed to describe and analyze some aspects of the SES offered in MCR in municipal schools of a midsize town localized in the southwest Bahia, Brazil. Data were collected using two instruments, the questionnaire to characterize the MRC’s teachers and the script of trigger questions about Teaching organization in the MRC and mainstream classrooms , also structured as a questionnaire. Data were analyzed using the thematic categorization technique of the content analysis. The results showed that the specialized teachers presented a positive conception about the SES work that can be developed in the MRC, however, they pointed out the importance of having adjustments, related to the resources available in the classrooms as well as to the school’s dynamic so that the student can be served in a way that fulfills his educational needs. They point to the importance of developing studies to cover the managers’ conceptions on this process, since some necessary changes involve managers’ decisions. Keywords : Special Education. Specialized educational services. Multifunction resource classrooms. Specialized teachers. Normal 0 21 false false false PT-BR X-NONE X-NONE

Estudo comparativo de observação de habilidades sociais de gêmeas com e sem deficiência visual

The general aim was to describe and characterize the social performances of two identical twins aged ten years old: one blind and one sighted. The data were obtained by filming the children during free situations. According to a protocol for observing the free situations, the films were assessed so that the children’s performances enabled to infer the categories of social skills. The results showed that the sighted child presented a wider and more refined repertoire of social skills in relation to her sister. From the data, it is possible to conclude, in this case, that blind and sighted children have distinct social skills repertories, and the existing differences can be related to the blind variable as well as to the differences in the way the environment stimulates the children.

Maternal involvement and academic performance: comparing children living with their mother and with both parents

This study aimed to compare maternal involvement among children living with their mother or with both parents and the academic performance of children in these two family contexts and correlate the frequency of the mother’s involvement with their child’s academic performance. The 30 children who participated in this study ranged in age from 9 to 11 years, studying in the third or fourth grade, with half living in single-parent families and half living with both parents. The Academic Achievement Test (AAT) was used to evaluate the children’s academic performance. The Questionnaire on the Quality of Family Interactions – Child Version captured maternal involvement. Results showed that there were several significant differences between the two children’s groups, in terms of their mothers’ involvement. In addition, maternal involvement in the single parent group showed a much stronger relationship with the children’s academic performance than in the two parent groups.Este estudio tuvo como objetivo: comparar el envolvimiento materno de ninos que viven con la madre y con los dos padres; comparar el desempeno academico de ninos que viven en esos dos contextos y relacionar la frecuencia de envolvimiento materno con el desempeno academico de los ninos. Participaron 30 ninos con edades entre 9 y 11 anos, alumnos de 3o y 4o grado, siendo que mitad vivia en familias mono parentales y mitad con los dos padres. Para evaluar el desempeno escolar de los ninos se utilizo el Teste de Desempenho Escolar (TDE). Para caracterizar el envolvimiento materno se utilizo el Questionario da Qualidade da Interacao Familiar na Visao dos Filhos. Los resultados mostraron algunas diferencias significativas en el envolvimiento materno en los dos grupos. Ademas de eso, el envolvimiento materno en el grupo mono parental presento una relacion mucho mayor con el desempeno escolar de sus hijos en comparacion al grupo bi-parental.

Envolvimiento materno y desempeño académico: comparando niños viviendo con la madre y con los dos padres

This study aimed to compare maternal involvement among children living with their mother or with both parents and the academic performance of children in these two family contexts and correlate the frequency of the mother’s involvement with their child’s academic performance. The 30 children who participated in this study ranged in age from 9 to 11 years, studying in the third or fourth grade, with half living in single-parent families and half living with both parents. The Academic Achievement Test (AAT) was used to evaluate the children’s academic performance. The Questionnaire on the Quality of Family Interactions – Child Version captured maternal involvement. Results showed that there were several significant differences between the two children’s groups, in terms of their mothers’ involvement. In addition, maternal involvement in the single parent group showed a much stronger relationship with the children’s academic performance than in the two parent groups.Este estudio tuvo como objetivo: comparar el envolvimiento materno de ninos que viven con la madre y con los dos padres; comparar el desempeno academico de ninos que viven en esos dos contextos y relacionar la frecuencia de envolvimiento materno con el desempeno academico de los ninos. Participaron 30 ninos con edades entre 9 y 11 anos, alumnos de 3o y 4o grado, siendo que mitad vivia en familias mono parentales y mitad con los dos padres. Para evaluar el desempeno escolar de los ninos se utilizo el Teste de Desempenho Escolar (TDE). Para caracterizar el envolvimiento materno se utilizo el Questionario da Qualidade da Interacao Familiar na Visao dos Filhos. Los resultados mostraron algunas diferencias significativas en el envolvimiento materno en los dos grupos. Ademas de eso, el envolvimiento materno en el grupo mono parental presento una relacion mucho mayor con el desempeno escolar de sus hijos en comparacion al grupo bi-parental.