Catia Giaconi

Characterization of Brazilians Students with Dyslexia in Handwriting Proficiency Screening Questionnaire and Handwriting Scale

Despite technological progress, handwriting still constitutes an important activity among school aged students and is required for during 30%-60% of the school day. The aim of this study was to characterize Brazilians students with developmental dyslexia in handwriting proficiency screening questionnaire and handwriting scale: A total of 51 students with developmental dyslexia, from both genders, from 3rd to 5th grade of Elementary School. As procedure, all students’ teachers received and responded the handwriting proficiency screening questionnaire (HPSQ), translated to Brazilian Portuguese Language which is scored on a five Likert scale ranging from 0—“Never” to 4—“Always”, and a final score is summed. The questionnaire’s reliability and validity have been established and a sum of 14 was determined as the cut of score for handwriting deficiency. The Dysgraphia scale ranged from 0 to 17 points, being considered as having a dysgraphia pattern the student that obtained a grade equal to or greater than 8.5 points. Regarding HPSQ, 26 (50.9%) of dyslexic’s students scored above 14 points, being characterized to have a handwriting deficiency. Among the questions, most of the answers given by teachers was referring to “rarely”, which suggest that they don’t have perception of the handwriting difficulties of these students. Regarding the handwriting scale, 43 students (84.3%) met criteria for dysgraphia. Also, a statistical analysis was carried out, indicating that there was statistical difference between each question with the classification of dysgraphia. These results point to the necessity of orientation to teachers on the quality of writing students with dyslexia.

Dar corpo à didática: diálogos internacionais

The article uses theoretical approaches as simplexity, neuroscience and enactivism to discuss everyday classroom activities. It tries to transpose the classical bipolar division between mind and body, through these approaches in cognitive science. Two experiments on the body’s role in teaching are presented to demonstrate the relevance of the awareness of the body, to improve performance in the classroom. The first experiment uses neurofeedback to measure the body temperature, as a means to understand the role of the body in self-regulation and control of the attention. The second uses a bracelet multi-sensor, which provides data on the energy spent by the teacher in daily activities in the classroom. Italian and Brazilian researchers cooperate in this experimental path of inclusive teaching, to be used in classes with children and adolescents with Attention Deficit Hyperactivity Disorder.

Inclusion and New Technology for Students with Learning Disorders and Attention Deficit with Hiperativity Disorder

The purpose of this paper is to analyze possible correspondences between new technologies and inclusive practices for students with difficulties. This perspective allows authors to describe the use of Technology as a possible component of plurals educative settings, able to draw every actor involved on a variety of resources. The targeted use of technologies, intended as a potential, can allow the development and the improvement of inclusive dynamics within the educative field. Specifically this paper presents the technological resources which have enabled the inclusion of students with learning disorders, dyslexia and attention deficit hyperactivity disorders, in the Brazilian scenario.

Paths and Technologies in the Life Project of People with Disabilities: International Perspectives and Educational Potential

Abstract The purpose of this paper was to analyse the core of the quality of life, intended as a complex construct with specific and transversal features. The approach to this issue, by linking it to the great emergency of disability in adulthood, pushes the analysis into deep conceptual pedagogical reflections, which lead the authors’ initial reflections to focus on the theoretical framework related to the quality of life model and subsequently on the identification of some areas of intervention as a tangible application of the quality of life model. New perspectives and innovative potentials for the quality of life of adults with disability are investigated to reach new awareness, which can also be applied in different life contexts. The paper mentions meaningful trajectories, also from the international scene, aiming to guarantee significantly oriented life trajectories.

Qualidade de Vida e Ambient Assisted Living: modelos de inclusão para adultos com deficiência

O passar do tempo impoe varios desafios com relacao aos cuidados necessarios aos adultos com deficiencia. Pensemos nas diversas fases de transicao ao longo da vida, que podem marcar o futuro da pessoa com deficiencia: a finalizacao do periodo escolar, a insercao em novos ambientes sociais e de trabalho, mudanca de moradia, ou, a propria permanencia no contexto familiar apos a escola. Seja qual for a possibilidade, nem sempre e consonante com as necessidades das pessoas envolvidas. Para que essas mudancas possam ser melhor vivenciadas pela pessoa com deficiencia e por sua familia, podemos contar com pesquisas e experimentos com tecnologias assistivas. Essas experiencias tem possibilitado autonomia e a convivencia em diferentes ambientes sociais. Essas praticas nao enfatizam somente a aplicacao de tecnologia mas, acima de tudo, a reflexao e busca continuas de Qualidade de Vida (QdV). Esse artigo traz reflexoes sobre percursos e acoes, em projetos italianos e europeus que buscam associar tecnologias com QdV, onde as tecnologias e ambientes de vida assistivos tem papel central, como modelos de inclusao, independencia, participacao e bem estar.

Estudar e trabalhar na Itália: instrumentos e procedimentos para a inclusão de pessoas com deficiência

A Italia e conhecida por boas praticas de inclusao educacional e laboral. Um conjunto orgânico de leis permite o pleno acesso a educacao e ao trabalho, garantindo direitos e recursos necessarios as pessoas com deficiencia, suas familias e organizacoes que as acolhem. A evolucao do quadro normativo italiano, tem resultado no desenvolvimento de um arcabouco teorico-conceitual em pedagogia e didatica especial, para dar conta das constantes mudancas e demandas das instituicoes e da sociedade. Esse trabalho examina a evolucao das leis que transformaram a Italia em vanguarda na inclusao social, assim como os diferentes momentos e abrangencia das mesmas no tocante a participacao de pessoas com deficiencia na educacao e no trabalho.

Lines for Contemporary Constructivism to Revisit and Reintegrate the Ancient Sense of Continuity between Men and Nature

This paper is meant to focus the attention on some assumptions of contemporary constructivism which, in line with the groundbreaking thought of Anna-Teresa Tymieniecka’s phenomenology of life, allow to revisit and restore the ancient sense of continuity between natural macrocosm and anthropologic microcosm, which, in the scope of the unilaterally objectivist approach of modern epistemology, has fallen out of fashion. To this purpose this paper is essentially comprised of two parts: in the first the author means to outline the complex movement called “constructivism”, which finds its place between innatism and empirism and establishes itself as a “third way” where subject and object are no longer the absolute and pre-existing poles of a relation, but the outcomes of a construction taking place in the continuum between natural macrocosm and anthropologic microcosm. In the second part, starting from the above assumptions on contemporary constructivism, the author shall draw some significant lines of reflection to restore the continuity between logos and life phenomenology/ontopoiesis subject of this International Congress of Phenomenology.