Juliane Aparecida de Paula Perez Campos

Ensino da matemática a alunos com deficiência intelectual na educação de jovens e adultos

The inclusion of young people and adults with intellectual disabilities in Youth and Adult Education (EJA) represents both a breakthrough and a challenge in the teaching- learning process. When addressing curriculum adaptation for teaching mathematics to this age group, the construction of new educational possibilities are underway. This study aimed to understand the practices of EJA teachers for teaching mathematics to young people and adult students with intellectual disabilities, in order to intervene with teachers by suggesting possible strategies that could be adopted. A qualitative approach with a focus on intervention research was used. The study was conducted in an EJA classroom, and the participants were a teacher and five students, two of whom presented intellectual disabilities. Observations in the classroom were carried out and interventions consisted of applying differentiated activities that focused on teaching this knowledge. The study showed that strategies such as games can effectively assist in the acquisition of mathematical concepts. Thus, we hope that this study will instigate researchers in the fields of Mathematics Education and Special Education Spotlight to reflect on the need for differentiated and collaborative work in teaching mathematical content to such a student group.

USO DO PECS ASSOCIADO AO VIDEO MODELING NA CRIANÇA COM SÍNDROME DE DOWN

Augmentative and Alternative Communication (AAC) is an area of assistive technology that seeks to facilitate the participation of people in different communicative contexts. There are various AAC strategies, and one of them is the Picture Exchange Communication (PECS), which proposes to develop communication skills in people with complex communication needs. Associated with the implementation of PECS, some research has shown the benefits of using Video Modeling (VM), which consists a teaching technique aimed at the development of academic, social, communication and daily life skills for individuals of various disabilities. This study investigated the effects of PECS associated with VM on the communication skills development of a child with Down syndrome and complex communication needs. In order to verify the effects of PECS associated with VM, and AB design was used, in which PECS associated with VM was the independent variable, while the communication skills consisted in the dependent variable. Data were analyzed considering some aspects such as participants performance, monitoring of vocabulary, level of independence in baseline, intervention and maintenance steps. The results showed that the participant increased her communicative initiations, and vocabulary; in addition to demonstrate independence in using PECS to communicate with different people. Thus, the present study showed a possibility of intervention that favored the development of communication skills of the participant with Down syndrome.

Fatores determinantes ao ingresso de alunos com deficiência no ensino médio

Este estudo visou identificar os aspectos positivos e negativos da escolarizacao de alunos com deficiencia antes de seu ingresso no ensino medio e fatores determinantes ao ingresso no ensino medio, segundo os mesmos e seus familiares. Participaram sete alunos com deficiencia matriculados no primeiro ano do ensino medio de escolas publicas regulares, e seus respectivos responsaveis (cinco maes e um pai, com idades entre 37 e 57 anos). Os participantes foram entrevistados, respondendo a questoes sobre a escolarizacao antes do ingresso no ensino medio e a transicao para esta etapa de ensino. O roteiro de entrevista foi submetido a apreciacao de quatro juizes, a fim de verificar a compatibilidade do instrumento com os objetivos propostos e com a populacao alvo. Foi possivel considerar que apesar da escola ser protagonista dos acontecimentos positivos e negativos da escolarizacao do aluno, exerceu pouca influencia na decisao e motivacao ao ingresso no ensino medio.

Perfil dos estudos feitos sobre adaptação curricular no âmbito da escola regular

In order to investigate the knowledge about the curriculum adaptation in the context of regular school, the current study aimed to analyze the productions of national (Brazilian) researchers on curriculum adaptation published in the Annals of the Brazilian Congress of Special Education. This is an exploratory-descriptive study, grounded in the technique of bibliographical research, which allows the researcher to understand and analyze issues already studied. To collect data, it was performed a survey of all abstracts of studies published in the meetings that focused on curriculum adaptation, and 29 abstracts were selected and organized in categories of analysis such as target audience of the research, trends of studies (objectives), classification of adapted disciplines and classification of types of adaptations described in research. The results indicate that the thematic of curriculum adaptation shows a small number of published studies, and, in most cases, they aim to describe and analyze how the curricular adaptations occur especially when they are about individuals with visual impairments. The demand of adaptations is directed to the discipline of Portuguese Language and normally they tend to affect directly the school curriculum. Thus, we can conclude that to adapt the curriculum is not about creating a new curriculum, but make it dynamic, changeable, capable of expansion, to really meets all learners, and this requires a collaborative working between all those involved in the educational process, as well as the need for further studies in this area.

PROGRAMA DE INTRODUÇÃO À LINGUAGEM CARTOGRÁFICA TÁTIL: COMO FAZER A LEITURA DE UM MAPA TÁTIL?

RESUMO : A presente pesquisa objetiva avaliar a eficacia de um Programa de Introducao a Linguagem Cartografica Tatil para um aluno com cegueira em idade pre-escolar, por meio da adaptacao e aplicacao deste programa. Trata-se de uma pesquisa descritiva com um enfoque qualitativo, delineada por Estudo de Caso. Para a coleta de dados, utilizaram-se os seguintes instrumentos: avaliacao pedagogica, diario de campo e o Programa de Introducao a Linguagem cartografica tatil. Os dados foram submetidos a analise categorial tematica. A aplicacao do programa indicou que o participante da pesquisa demanda recursos e estrategias diferenciadas para a realizacao das atividades propostas; que para a introducao da linguagem cartografica foram necessarios processos pedagogicos ludicos e, que com materiais pedagogicos tateis de baixo custo de facil manuseio e possivel aprimorar os materiais que fazem parte do programa adaptando-o para alunos com distintas idades.