Maria Amélia Almeida

Adaptações do sistema de comunicação por troca de figuras no contexto escolar

BACKGROUND: alternative communication. AIM: to evaluate the efficacy of the adapted Pecs and Picture Communication Symbols (PCS) in the communication of a child with cerebral palsy. METHOD: the participant of this study was a 9 year and 10 months old girl, with athetoid quadriplegia. All stages of the adapted Pecs were applied (Walter, 2000), using the PCS pictures (Johnson, 1998), associated with the functional curriculum proposed by LeBlanc (1991). An experimental AB Design was used in order to test the procedures. RESULTS: the subject was able to pass through all of the adapted Pecs phases and to use her communication board in school activities. CONCLUSION: the adapted Pecs proved to be effective in improving the subjects communication abilities.BACKGROUND Alternative communication. AIM To evaluate the efficacy of the adapted Pecs and Picture Communication Symbols (PCS) in the communication of a child with cerebral palsy. METHOD The participant of this study was a 9 year and 10 months old girl, with athetoid quadriplegia. All stages of the adapted Pecs were applied (Walter, 2000), using the PCS pictures (Johnson, 1998), associated with the functional curriculum proposed by LeBlanc (1991). An experimental AB Design was used in order to test the procedures. RESULTS The subject was able to pass through all of the adapted Pecs phases and to use her communication board in school activities. CONCLUSION The adapted Pecs proved to be effective in improving the subjects communication abilities.

Avaliação de um programa de comunicação alternativa e ampliada para mães de adolescentes com autismo

O objetivo do presente estudo foi de avaliar os efeitos de um programa de Comunicacao Alternativa e Ampliada (CAA) no contexto familiar de pessoas com autismo. O programa, denominado ProCAAF, foi aplicado mediante a real necessidade dos familiares em estabelecer comunicacao eficaz com seus filhos, mediante as necessidades apresentadas no contexto familiar. O estudo analisou os efeitos da aplicacao da CAA e registrou as modificacoes ocorridas no comportamento comunicativo dos familiares com seus filhos. Fizeram parte do estudo seis participantes, sendo tres participantes familiares (Pfs), representado pelas maes e seus respectivos filhos, denominados de participantes alunos (Pas), com diagnostico de autismo, nao-verbal e/ou fala nao funcional. Para verificar os efeitos do ProCAAF, foi empregado um delineamento de multiplas sondagens entre as maes e seus respectivos filhos (as). Os dados quantitativos foram analisados mediante o desempenho das maes na utilizacao da CAA com seus filhos, considerando os niveis de apoio e suporte oferecido pela pesquisadora. Os resultados demonstraram que as maes aprenderam a utilizar a CAA com seus filhos no contexto familiar, conseguindo suprir algumas das prioridades comunicativas determinadas previamente. Os dados qualitativos foram analisados mediante as respostas obtidas em questionario aplicado em periodo anterior e posterior a intervencao, demonstrando significativa mudanca em relacao a competencia comunicativa dos participantes com autismo. E recomendada a implementacao desse programa em outros contextos.

Inclusão escolar pela via da colaboração entre educação especial e educação regular

A preocupacao sobre as praticas inclusivas nas escolas publicas no Brasil comecou apos a Declaracao de Salamanca, com desafios e duvidas. Ainda hoje, passados cerca de 15 anos, os professores do ensino regular se queixam dizendo que nao tem conhecimento suficiente ou preparo formal para lidar com criancas com necessidades educacionais especiais, especialmente quando estas apresentam disfuncoes graves, como paralisia cerebral, deficiencia intelectual e comportamentos desafiadores. A colaboracao entre profissionais da Educacao Especial e Regular pode ser uma alternativa para enfrentar tais desafios. O objetivo deste relato foi o de apresentar um breve historico de um programa de pesquisa, ensino e extensao que busca aproximar a Universidade Federal de Sao Carlos dos professores do ensino comum que tem alunos com necessidades especiais em suas salas de aula. Iniciado em 2004, este programa esta na atualidade em seu setimo ano de execucao e envolve professores da universidade, estudantes de graduacao e pos-graduacao e professores do ensino comum. Os resultados parecem apontar essa via de colaboracao entre Educacao Especial e Regular como um caminho promissor para a construcao de escolas mais inclusivas.

Delineamentos intrassujeitos nas dissertações e teses do PPGEES/UFSCAR

Experimental single-subject research design constitutes an important methodology alternative for issues related to intervention research developed in Special Education. The objective of this study was to identify and characterize theses and dissertations that employed single-subject research design in the Graduate Program of Special Education at the Federal University of Sao Carlos (UFSCar), from the implementation of the referred program, in 1978, up to 2004. Initially, titles, abstracts, and other pre-text elements were scanned in theses and dissertations to identify the ones that employed single-subject research design. Next, information was collected about the characterization of the targeted public, the theme, and methodological procedures: type of design, dependent and independent variables, to be found in the introduction, method, and results of the selected theses and dissertations. The results showed that among the 21 theses and dissertations that employed single-subject design, most used A-B and multiple baseline designs, in a total of 43% and 38%, respectively. The other theses and dissertations (19%) used ABA and multiple probe designs. In conclusion, single-subject research design can effectively demonstrate experimental control and impact of interventions. Their use in Special Education research can minimize the gap in knowledge of this theme.

Avaliação da satisfação do aluno com deficiência no ensino superior

Neste inicio de seculo tem havido um crescimento do numero de matricula do aluno com deficiencia no ensino superior. Porem, este fenomeno nao esta sendo avaliado para fins de averiguacao da satisfacao desse alunado quanto ao seu acesso e permanencia. Este estudo tem por objetivo identificar o nivel de satisfacao desse alunado atraves de um instrumento construido pela pesquisadora. Trata-se de um estudo de caso, de carater exploratorio, em uma universidade do interior do Estado de Sao Paulo. Participaram do estudo oito com deficiencia visual, seis com deficiencia fisica, tres com deficiencia auditiva e uma com dificuldades de aprendizagem. O instrumento construido foi denominado de Escala de Satisfacao e Atitudes de Pessoas com Deficiencia – ESA. Em decorrencia do tamanho da amostra, as tecnicas estatisticas utilizadas foram no sentido exploratorio e nao inferencial. Verificou-se que as medias dos grupos diferenciaram-se de forma estatisticamente significativa (p=0,065) pelo Teste de Friedman, indicando que ha diferencas entre os tipos de satisfacao avaliados, no grupo estudado, a 90% de confianca. Os achados permitem-nos afirmar que a aplicacao desse instrumento e viavel e util, no sentido de avaliar o rumo que a universidade esta tomando com relacao a garantia do acesso e permanencia desse alunado.

A comunicação alternativa como procedimento de desenvolvimento de habilidades comunicativas

O estudo teve como objetivo planejar, aplicar e avaliar os efeitos de um programa de intervencao sobre Comunicacao Alternativa para o desenvolvimento de habilidades comunicativas de uma adolescente com deficiencia intelectual. Participaram da pesquisa uma menina de 14 anos, com diagnostico de deficiencia intelectual e deficits na comunicacao verbal, a mae e a educadora da adolescente. Para verificar os efeitos da intervencao, foi utilizado o delineamento de sujeito unico, do modelo AB. Nos resultados da avaliacao pragmatica, por meio do teste ABFW, ao comparamos o desempenho da participante antes e apos a intervencao, verificou-se um aumento dos atos comunicativos e melhora significativa do conteudo dialogico. Na Avaliacao de Linguagem Receptiva e Expressiva, a participante obteve exito em todos os itens da secao nao verbal (pre e pos teste). Na secao verbal, apos o processo de intervencao, a participante adquiriu a habilidade de imitar sons e iniciar dialogos. Na analise dos questionarios aplicados aos pais e professora da adolescente, foi possivel perceber alguns pontos de divergencia quanto a habilidade em comunicar desejos e sentimentos e na execucao de ordens dadas. Com o inicio do processo de intervencao, e com a introducao do Sistema de Comunicacao Alternativa - PECS verificou-se que a participante passou a utilizar as figuras pictograficas como recurso comunicativo durante situacoes da vida diaria. Embora a participante apresentasse comunicacao verbal antes do inicio do processo de intervencao, essa comunicacao nao era eficiente durante as interacoes. Assim, a participante utilizou o Sistema de Comunicacao como alternativa para aprimorar suas habilidades linguisticas, alem de complementar sua comunicacao oral.

Contribuições da consultoria colaborativa para a inclusão de pessoas com deficiência intelectual.

In this article we aim to show the possible contributions of collaborative consultation for the inclusion of students with intellectual disabilities, through a reflective analysis based on relevant literature. In a growing school inclusion process, the entrance of students with intellectual disabilities has represented a significant number not only at school but also in specialized educational services. The inclusion of these students has attracted special attention as well as the necessity to make adjustments and reflections. A contribution in this direction is the practice of collaborative consultation, which can be considered as a partnership between special education teacher, regular teacher and other professionals. The effectiveness of this partnership can bring important contributions to family, school and community. In this sense, collaborative consultation can be an alternative to the inclusion of people with intellectual disabilities, not only in the context of the intervention but also in the prevention, reflection and transformation of the school environment. We seek, therefore, to make some reflections on the subject, based on the literature.

Programa de Comunicação Alternativa readaptado para uma adolescente kaingang

The present study aimed to determine whether the use of the Picture Exchange Communication System - PECS favored the communication of an adolescent from the Kaingang indigenous population with intellectual disabilities and language disorders. To verify the effects of the independent variable a single subject design study was performed which involved two phases: baseline and intervention. The system was readapted considering the social, cultural, moral and religious values as well as the habits and customs of that ethnic group. The results showed that the use of the readapted alternative communication system helped to improve the non-verbal communication of the indigenous adolescent and increased her vocabulary, previously considered very restricted and unintelligible.The present study aimed to determine whether the use of the Picture Exchange Communication System - PECS favored the communication of an adolescent from the Kaingang indigenous population with intellectual disabilities and language disorders. To verify the effects of the independent variable a single subject design was performed, which involved two phases: baseline and intervention. The system was readapted considering the social, cultural, moral and religious values as well as the habits and customs of that ethnic group. The results showed that the use of the readapted alternative communication system helped to improve the non-verbal communication of the indigenous adolescent and increased her vocabulary, previously considered very restricted and unintelligible.

Perfil da pessoa com deficiência no mercado de trabalho na cidade de São Carlos-SP

The insertion of people with disabilities in the job world can be considered one way for social inclusion. In Brazil, there is legislation to support the insertion and permanence of people with disabilities in the job market. The studies done about this issue, demonstrate correlation between level of schooling, professional qualification and insertion condition. However, it would be important to identify how different types of disabilities are related with these variables. The aim of this research was to characterize the insertion of people with disabilities in the job market related to the level of schooling, professional qualification and present occupation. The participants were 92 employees with different disabilities from four companies located in the city of Sao Carlos-SP with more than 100 employees each. The data collection procedures involved a questionnaire with open and closed questions and the data was analyzed in a quantitative way. The results evidenced that the professional insertion of people with disabilities is done according to the rules of the present job market, such as: schooling level, productivity and competition.

Ensino itinerante para deficientes visuais: um estudo exploratório

ABSTRACT: the objective of the itinerant teaching program for students with visual impairments is to offerspecial education support for teachers in regular classrooms. Considering that available literature about thisteaching modality is limited, while taking into account the tendency that this kind of educational service willincrease due to inclusion in regular classes, this study aimed to describe the professional characteristics, andthe abilities and working conditions of itinerant teachers who work with students with visual impairments.Six itinerant teachers participated in the study. The data was collected using a semi-structured interview. Thecontent of the interviews was transcribed and classified by themes previously defined. The results pointed tothe need for a reorganization of this teaching modality in terms of objectives, infrastructure and public policiesso as to enable itinerant teachers to accomplish their role as a support resource that facilitates educational andsocial inclusion for children with visual impairments.