Marcos Vinícius de Araújo

Inclusão de crianças com Síndrome de Down e paralisia cerebral no ensino fundamental I: comparação dos relatos de mães e professores

The communication between parents and teachers is fundamental for the work with children with Down Syndrome (DS) and Cerebral Palsy (CP) to be effective in many daily situations. Both have important information on how to deal with the children; therefore they can contribute to create learning strategies at home or at school. The objective of this work was to know the inclusion process of DS and CP students enrolled at a public school in Sao Paulo by comparing parents and teachers points of view. For this purpose, we sought to: identify their expectations about the inclusion process and schooling of these children; verify parents information on the work done at school and how teachers evaluate their own performance; verify how the communication between parents and teachers is established and analyze how this pattern of communication affects the inclusion process. Data were collected by a structured interview with 4 mothers of children with DS and 4 mothers of children with CP and their respective teachers. They were analyzed qualitatively through the creation of categories of answers deriving from the participants discourses. These categories were analyzed within the groups of parents and teachers and then compared to one another. It was possible to conclude that mothers of both DS and CP children expect the school to alphabetize their children; the teachers expect the same and also that they can become more independent in everyday life. The results indicate inadequacies in both inclusion processes, despite of having distinct deficiencies. Parents perceive inclusion as a path to social integration and to the decreasing of prejudice, even though they find the learning outcomes to be below expectations. The communication between parents and teachers is not strongly constructed and it is necessary to promote moments for it to be properly established, once the knowledge and support provided by parents to their childrens learning process contribute to their development in the classroom.%%%%A comunicacao entre pais e professores e fundamental para o efetivo trabalho com criancas com Sindrome de Down (SD) e Paralisia Cerebral (PC) em varias situacoes do dia a dia. Ambos possuem informacoes importantes sobre como lidar com a crianca, podendo assim criar estrategias de aprendizado nos contextos domiciliar e escolar. O objetivo desse trabalho foi conhecer o processo de inclusao do aluno com SD e PC matriculados na Rede de Ensino Publico em um municipio do Estado de Sao Paulo, a partir da comparacao dos discursos de seus pais e professores. Para isso, buscou-se: conhecer as expectativas em relacao ao processo de inclusao e escolarizacao dessas criancas; verificar as informacoes que os pais possuem sobre o trabalho realizado com seus filhos e como os professores avaliam sua atuacao com essas criancas; verificar como se estabelece a comunicacao entre pais e professores e avaliar como essa comunicacao pode afetar o processo de inclusao. Os dados foram coletados por meio de entrevistas estruturadas, com 4 maes de criancas com SD, 4…

Inattention and Hyperactivity Behavioral Pattern of a Child With Williams Syndrome Comparisons of Regular and Experimental Class Setting

Children and adolescents with Williams syndrome (WS) frequently present inattention and hyperactivity. This study aims to compare the number of behaviors of inattention and hyperactivity/impulsivity in one child with WS in two school settings: a regular class setting and an experimental class setting with the introduction of strategies for behavioral management. A case study was conducted with a child with WS, his regular teacher at school, his mother, and a teacher of the experimental class setting. A protocol was used to observe behavioral patterns of inattention, hyperactivity, and impulsivity. Behavioral strategies of stimulus control and reinforcement were also used. Results indicated a significant improvement in the rates of inattention and hyperactivity responses for the experimental class condition. Behavioral strategies, if adapted to the needs of students with WS, may optimize an effective school inclusion and contribute to the child’s adaptation to classroom setting.

Mood Disorders in Individuals with Genetic Syndromes and Intellectual Disability

Mental disorder is a behavioral pattern that causes psychological suffering or incapacity (American Psychiatric Association [APA], 2003). This concept also underlines that whatever the cause of the problem, a mental disorder is the manifestation of a behavioral, psychological or biological dysfunction. The manual offers an organizational plan that groups mental disorders in 16 diagnostic categories. These categories are described according to common traits that allow the specialist to identify the disorder or make differential diagnosis when necessary (APA, 2003). DSM follows the International Statistical Classification of Diseases and Related Health Problems (ICD-10) developed by the World Health Organization (World Health Organization [WHO], 2000).