Márcia Duarte

O aluno com deficiência na EJA: reflexões sobre o atendimento educacional especializado a partir do relato de uma professora da educação especial

The goal on this present study is to demonstrate the partnership between specialized educational services and Education of young and adults. This partnership, exist at a municipal school in Sao Paulo. This study used the method reference by exploration research through the case study. The study was done at the municipal elementary school, place that works with children with disabilities. The study used enrolled students on the model of Education of Adults and Youth. The collection data occurred by semi-structure interview, focused on Expert Educational Service with people with disability. The result showed that the majority of the disabled students (EJA) had an intellectual disability. They also worked at on different places and did not show up at school(AEE). The teachers did not have trouble to working with those students. New study it is important to contemplate strength partnership between EJA and an Special Education.

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.

The interaction between people with Down syndrome and their siblings: an exploratory study

The presence of a disabled person causes transformations in the family that demand a redefinition of the role of each member. Siblings, like all other members, experience frustration, acceptance, guilt and adaptation. In this respect, an attempt was made to; (a) analyze the interaction between a sibling with standard development and a sibling with Down syndrome; (b) identify what information and reaction the siblings with standard development have regarding the diagnosis of Down syndrome; (c) verify whether or not there were changes in the family context and also changes in their own lives after the birth of the sibling with Down syndrome. The survey was conducted through interviews, the participants being seven children with standard development having siblings with Down syndrome. The study showed that the siblings, as well as the other family members, experience processes of acceptance, confusion and other complex emotions related to the disability, albeit they are not as marked as those experienced by their parents. A fact revealed in this study is the importance of support groups for siblings, seeking to handle issues such as prejudice and adverse feelings towards disability. The siblings with standard development must have correct information, as well as support, in order to foster healthy interaction between siblings.