Jornal Research and Practice on Inclusive Education

A CONTRIBUIÇÃO DO USO DO PECS® (PICTURE EXCHANGE COMMUNICATION SYSTEM) PARA INCLUSÃO DA CRIANÇA COM AUTISMO SEVERO NÃO VERBAL NA SALA DE AULA REGULAR

Isabel Cristina Diniz Veloso — 2024-10-29

Pessoas com Transtorno do Espectro Autista (TEA) apresentam frequentemente comprometimento da linguagem, sendo necessário muitas vezes utilizar recursos que permitam que haja comunicação funcional, como o PECS^®, facilitando a inclusão, principalmente no ambiente escolar. Este trabalho visa mostrar a contribuição do uso do PECS^® no processo de inclusão escolar de pessoas com TEA. Trata-se de pesquisa qualitativa do tipo revisão de literatura, com base online de dados nas plataformas SciELO, BVS e LILACS. Os resultados mostraram que, de acordo com a literatura, o PECS^® apresenta ser efetivo no ensino da comunicação a indivíduos com autismo que apresentam pouca ou nenhuma fala funcional, mesmo considerando-o como uma estratégia de ensino individual. No contexto escolar, o PECS^® representa uma ferramenta valiosa para possibilitar a acessibilidade da criança com TEA à comunicação e consequentemente seu desenvolvimento social e pedagógico.

ACESSIBILIDADE ENQUANTO PRESSUPOSTO PARA INCLUSÃO SOCIAL

Thiago Kotarba Spomberg — 2024-10-29

O presente trabalho tem o objetivo de analisar e discutir a problemática da acessibilidade para além do acesso a ambientes físicos e naturais. O estudo apresenta um referencial teórico sobre as pessoas com deficiência em uma perspectiva histórico-cultural de modo a esquadrinhar dados, leis, normas, entendimentos e, principalmente, as barreiras impostas pela sociedade. É através do advento do modelo social que se promove o deslocamento conceitual definitivo das limitações individuais para os obstáculos socioculturais. A acessibilidade, por sua vez, representa a materialização da equiparação de oportunidades na medida em que legitima a diversidade e garante a autonomia. É, em última análise, condição imprescindível para a cidadania e para a inclusão social.

THE IMPORTANCE OF INITIATION OF LIBRAS SOON AFTER THE DIAGNOSIS OF DEAFNESS

Gleison Costa Ramos — 2024-10-29

Communication as freedom of expression is recognized as a human right, it is fundamental for a fairer society. In this sense, the present research work has as its main objective, to analyze the importance of Libras in the communication process since the diagnosis of deafness. In addition, reflect on proposals that can help in communication between the deaf and society. In this way, it was possible to perceive that the use of Libras should be increasingly encouraged in society and not only used in educational institutions, as this, the sign language, allows the deaf to interact with the environment in which they live, build and establish their identity, further collaborating to improve the quality of life of the country's deaf population, in addition to ensuring their rights as citizens and respect for differences. It is noteworthy that, when facing a deaf child, the family should be guided in facing not only affective care, but preparing them for life; not considering deafness a pathology that needs to be cured, but a person who builds and communicates linguistically in a different way, conceptualizing their world in a unique way, through their visuospatial perception.

AS CONTRIBUIÇÕES DOS JOGOS DIGITAIS NO PROCESSO EDUCATIVO DE ESTUDANTES COM DEFICIÊNCIA INTELECTUAL: JOGOS DIGITAIS NO PROCESSO EDUCATIVO DE ESTUDANTES COM DI

Fabricia Lidiane Camilo Pedroso Pedroso — 2024-10-29

This article has as its theme "the contributions of digital games in the educational process of students with intellectual disabilities", with the objective of investigating whether the use of digital games can favor the learning of students with intellectual disabilities. This is a qualitative and bibliographic research, in which the works were identified, located, compiled, filed and analyzed. As for the research procedures, the analysis trajectory was developed from six articles that deal with the subject and guide the following question: does the use of digital games favor the learning of students with intellectual disabilities, providing skill development? From the literature review, it was verified that digital games are relevant pedagogical resources in the teaching and learning process, mainly due to the positive results that can be achieved. Through the studies carried out, it is expected to contribute to academic research and promote valid discussions on the use of digital games, as they are important for the development of skills of students with intellectual disabilities, since they contribute to the development of reasoning, concentration, perception, acceptance of rules and socialization. Thus, digital games are considered fundamental in this teaching process, as it favors student interaction by promoting meaningful teaching.

THE CHALLENGES OF INCLUSION IN CONTEMPORARY EDUCATION:

Magda Reis de Amorim da Silva — 2024-10-29

The issue raised in this paper shows that even with the formulation of plausible strategies to receive students with special educational needs, school inclusion has been done inappropriately, revealing little interest and investment in the area. Thus, this study aimed to discuss inclusion in the school context, articulating the knowledge learned through the selected theorists with the author's daily life as a teacher of two students with special educational needs in Elementary School I. The studies of Delou et al. (2009), Jannuzzi (2004), Mazzota (2005), Pessotti (1984) and Tessaro (2005) served as a theoretical-reflective basis for this narrative review research. Currently, we also observed that students with special educational needs suffer from the most diverse barriers, which often prevent them from starting and to remain in the educational process. These barriers are not only physical (accessibility to come and go, adapted materials, etc.), but also invisible as neglects, forgetfulness, isolation and lack of voice for these students, which are a great challenge. We stress, therefore, the importance of the pedagogue's work, which should create possibilities and strategies that in fact contribute to an inclusive quality education.

HYBRID STUDY OF DIGITAL ENTREPRENEURSHIP IN THE COVID-19 ERA

Cruz García Lirios — 2024-10-29

The objective of this work was to specify a model for the study of electronic consumption. An exploratory, cross-sectional and psychometric study was conducted with a selection of Internet users, considering their time of use. An associative perceptual structure was found between the usefulness of the technology and the effectiveness of the respondent, although the research design limited the results to the research sample, suggesting the extension of the work towards other cybernetic contexts.

Social Inclusion in the Education Area

Gabriela Heck — 2024-10-29

Review

BOOK REVIEW “DIALOGUE ABOUT INCLUSION IN EDUCATION TELLING CASES (AND DISASTS)”

Jonathan Aguiar — 2024-10-29

This review of the book “Dialogando on inclusion in education counting cases (and neglect)”, written by Professor Mônica Pereira dos Santos, published by the publisher CRV (2013), aims to present the work of the aforementioned author and also highlight the peculiarities of the text.

Inclusive Education and the teaching of Science and Biology from the use of Multifunctional Resource Rooms

Jéssica Tamires do Nascimento Soares — 2024-10-29

Due to the growth in enrollment of children and adolescents with special needs in the regular state school network of Sergipe, the demand for inclusive education effectively also increases. The Operational Guidelines of Special Education establish specialized educational care - ESA in basic education and standardize the use of Multifunctional Resource Rooms as a fundamental device in the composition of this service. This work was directed to Inclusive Education in the face of two distinct realities from the perspective of science and biology teachers. Thus, we sought to understand Inclusive Education, considering the role of RMS, emphasizing initial and continuing education and the methodologies addressed in the common classroom. The research was conducted in two schools in the city of Aracaju. During the research, semi-structured interviews were applied with three effective science and biology teachers who attended children/adolescents with special needs in their regular classes. Discursive Textual Analysis was the method for this. Thus, it concluded that RMS are fundamental and contribute greatly to the student's education in regular basic education, assisting in pedagogical practices for teachers in a common environment. There is a lack of initial and continued teacher training in relation to IS practices.

Libras in the deaf education: a significant process

Cleonilde da Frediani — 2024-10-29

The educational inclusion of the deaf has been frequently debated, especially due to the bilingual and bicultural condition of the students, which requires differentiated teaching practices based on the Brazilian Sign Language. The objective of the study was to discuss and understand the process of teaching pounds which the current document of education to BNCC, (Common Base National Curriculum) being this a normative document that defines the organic and progressive set of essential learning that all students must develop throughout the stages and modalities of Basic Education, comments on the study of pounds in education. The research was carried out in a document, in a magazine, books, scientific articles of the analyzes, an axis related to the centrality (or not) of Libras for the bicultural development of the deaf was found.

THE IMPORTANCE OF UNDERSTANDING DYSLEXIA FOR THE DEVELOPMENT AND LEARNING OF DYSLEXICS

Giulia Fritzen — 2024-10-29

The objective of the text is to reflect on how the understanding of dyslexia can help the development and learning of dyslexics. The research methodology is qualitative, exploratory. Data collection took place through an anonymous questionnaire sent to psychology and psychopedagogy professionals. The results indicate that the prejudice experienced during life by dyslexics, especially in childhood, can harm several personal and educational characteristics, causing trauma, insecurities, fear of speaking or expressing themselves in public and taking these problems for the rest of their lives if they are not addressed. treaties. Diverse, playful, varied and creative classes with games and study routine, use of learning maps, more direct questions and various types of assessments were pointed out by research participants as facilitators of learning for people with dyslexia. It is concluded that by working on the meaning, ways of perceiving signs and methods of how to help dyslexic students, it is possible to facilitate their understanding, reducing erroneous views about these individuals.

INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF SOME SCHOOLS IN PIAUÍ

João Marcos Messias Miranda — 2024-10-29

his article analyzes how the inclusion of students with disabilities has been taking place in some municipalities in the south of Piauí, as well as the teaching practices and concepts related to these contexts. For that, a qualitative research was developed (BORTONI-RICARDO, 2008), using the online questionnaire as a methodological resource, prepared with 15 open and closed questions. The participants of this research were 10 Basic Education teachers. After analyzing the generated data, it is clear that the concepts of inclusive education disseminated by the professors are constituted in the hybridization of discourses that centralize their arguments in democratic equity and in the recognition of the challenges brought by inclusion and in the difficulties in the construction of methodologies for education inclusive. In addition, work with new technologies reconciled with inclusive practices finds a limiting factor in the lack of investment in the schools' own resources. This scenario results in teaching practices that focus on the work of helping professionals, such as caregivers.

INCLUSIVE EDUCATION AND THE BRAZILIAN LANGUAGE OF SIGNS

Mariluce Ferreira Santos — 2024-10-29

This work aims to show the benefits of the Brazilian Sign Language (LIBRAS) for the autonomy of the deaf student in Basic Education. Emphasizing that the research is still under construction. The Brazilian Sign Language is recognized, by law, as the second official language of Brazil and its use in the regular education network is a possibility in the pursuit of the teaching-learning process for the deaf student. The deaf student using the Brazilian sign language, using an appropriate didactic resource and being guided by duly qualified teachers, may have the same learning possibility as the listening student. The research proposal is built on the understanding that education is everyone's right. Therefore, it constitutes the foundation for the full development of the citizen, including those who need special education. However, it is a utopia to believe that teaching in Brazilian Basic Education is prepared for an inclusive education with the quality that the student deserves. The methodology used to achieve the research objectives, is based on three basic pillars: bibliographic research, documentary research and empirical research. It is necessary to fight for an inclusive quality education, after all everyone is equal before the law and deserves an education in Basic Education with equal conditions.

EDUCAÇÃO INCLUSIVA: UMA ANÁLISE DAS PUBLICAÇÕES DA ÚLTIMA DÉCADA

Cláudio Mansoni — 2024-10-29

The present bibliometric study aimed to analyze the published articles on Inclusive Education from the articles available in the main collection of the Web of Science (WOS) database from 2008 to 2017. Research was carried out on the topic "Inclusive education" in the WOS database, an analysis of the characteristics of these publications and identification of the topics related to the theme of Inclusive Education were also carried out. We also selected 20 topics that the authors thought had a high intensity of relationship with the theme to find the hot topics and the authors with more publications were related to the most cited publications in the WOS. An analysis of the abstracts related to the 10 most cited publications was carried out generating a cloud of words. It is concluded that the main thematic areas that publish articles on the subject refer to Education Educational Research and Education Special. The authors who stand out are Sharma U, Pijl SJ and Forlin C. The sources that present more publications are International Journal of Inclusive Education, Procedia Social and Behavioral Sciences and Inted Proceedings. The universities of the University of London, Monash University and University of California System are the institutions with the largest number of published articles. The main language of publication is English and the countries that stand out are the United States and England in terms of publication volume. Finally, the hot topics of Altener, Mental Deficiency, Visual Deficiency and cloud of words generated by the analysis of the 10 abstracts of the most cited publications present the terms Hearing Impairment, Deafness, Physical Deficiency, Mental / Intellectual Disability, Disability Multiple, Visual Impairment, Autism, Asperger Syndrome, Rett Syndrome and Childhood Psycho.

A IMPORTÂNCIA DA FORMAÇÃO CONTINUADA DE PROFESSORES FRENTE AO TRANSTORNO DO ESPECTRO AUTISTA: UMA ANÁLISE A PARTIR DA EDUCAÇÃO INFANTIL.

Raissa Maria — 2024-10-29

The inclusion of students with Autistic Spectrum Disorder (ASD) is a major challenge today. In the field of early childhood education, we find teachers who have never lived or had experience in the classroom with students with ASD. When these teachers see themselves in this reality, they feel insecure to conduct actions that help in the development and inclusion of these students, since the graduation does not deepen the different pathologies that exist in society. In this context, this article seeks to verify to what extent the continuing education of teachers contributes to the development and inclusion of students with ASD in early childhood education. The research is exploratory of a qualitative character in which a questionnaire with open questions was applied as a research tool, applied to teachers. Documentary and bibliographic research was also used.

INCLUSION OF NON-INDIGENOUS STUDENTS IN SOME INDIGENOUS PRADO SCHOOLS IN BAHIA: CHALLENGES AND POSSIBILITIES

Maicon Rodrigues dos Santos — 2024-10-29

A Educação Escolar Indígena foi pensada exclusivamente para os estudantes indígenas. No entanto, existem situações em que estudantes não indígenas passam a frequentar as unidades escolares indígenas. Portanto, esta pesquisa tem como finalidade analisar o processo de inclusão de alunos não indígenas no Colégio Estadual Indígena de Corumbauzinho, no Colégio Estadual Indígena Aksã Pataxó e Colégio Estadual Indígena Tawá, todos no município de Prado na Bahia. Em relação ao processo metodológico desta pesquisa, utilizou-se o método qualitativo através de entrevistas e pesquisas de cunho bibliográficas. Como resultados e discussão percebe-se que em determinados locais há facilidades em incluir os estudantes não indígenas, já em outros há dificuldades. Por fim, constata-se a possibilidade de incluir os estudantes não indígenas em escolas indígenas, porém isso vai depender da escola e comunidade indígena a quai estes estudantes pretendem estudar.

AS METODOLOGIAS INCLUSIVAS NAS SALAS DE AULA: UMA URGÊNCIA ANUNCIADA

Josegleide Elioterio dos Santos — 2024-10-29

Educating, much broader than passing on information, is a revolutionary act in an exclusionary society like ours, especially when it does not develop new forms of interaction between subjects in the classroom. Considering this reality, the general objective proposed here is to elucidate the importance of using inclusive methodologies in the classroom so that students with disabilities learn more effectively. Therefore, this article seeks to answer why the choice for inclusive methodologies in the classroom is so urgent, especially for students with disabilities. To do so, we used empirical analysis and bibliographical research to develop this text, relying mainly on studies by COHEN AND LOTAN (2017), VYGOSTSKY (2007), OMOTE (2021). Thus, this work confirms the importance of studies aimed at the development of inclusive methodologies that dialogue with the student, considering the realities in which he is inserted. Therefore, it is expected that this work will contribute so that teachers can effectively implement more inclusive methodologies in the classroom and promote reflection on the need for research focused on the development of inclusive methodologies that can favor the learning process of students. students with disabilities.

AN EXPERIENCE ON THE IMPLEMENTATION OF ASSISTIVE TECHNOLOGY IN THE CURRICULUM OF THE BIOLOGICAL SCIENCES DEGREE COURSE IN THE SOUTH-WESTERN AMAZON

Cleilton Sampaio de Farias — 2024-10-29

Disseminating knowledge about Assistive Technology - AT in society has the consequence of promoting the functionality of people with disabilities, increasing their autonomy, independence, quality of life and social inclusion. Based on this assertion, it becomes pertinent to question what is the importance of this area of knowledge in teacher education? Considering that the initial and continuing training of teachers in the current inclusive paradigm must meet the general rules in force that corroborate everyone's inclusion discourse. Thus, the objective was to present an experience report about the process of implanting the discipline "Assistive Technology for people with visual impairment applied to teaching", in the curricular matrix of the degree course in Biological Sciences of the Federal Institute of Education, Science and Technology of the Acre. To this end, the description of the facts was chosen and the qualitative approach and the literature review were adopted, in which data collection took place in books, scientific articles, legal frameworks and the Pedagogical Project of the Biological Sciences Degree Course. It was concluded from the theoretical framework and the report that it is essential to implement actions aimed at inclusion, using the tool as AT.

THE INFLUENCE OF DEMOCRATIC SCHOOL MANAGEMENT ON THE COMMUNITY'S SOCIAL AND POLITICAL DEVELOPMENT.

Daniel Couto de Oliveira — 2024-10-29

The article aims to analyze the influence of democratic school management in the social and political development of the community which the school is inserted. Democratic management is understood as a model composed of the community school segments (teachers, parents, students, teaching staff, employees). Understanding the political and social relations within the school environment and the influences of this model outside the school walls is essential to validate the role of the school as a promoter of critical posture, supporting efficient citizen development. The scientific method of investigation will be a qualitative research, in an exploratory feature. It will be in bibliographic order, because it is the initial step in the effective development of an investigation protocol.

REMOTE TEACHING FOR SPECIALIZED EDUCATIONAL ASSISTANCE STUDENTS

Rose Cristina Nunes — 2024-10-29

In this pandemic period of COVID-19, the changes in interpersonal relationships between teachers and students happened abruptly, with access to knowledge and skills development performed in person having to be replaced by remote education. This work aims to bring aspects of the learning process of students with special educational needs (SEN) who receive Specialized Educational Care (AEE) in the Multifunctional Resource Rooms (SRM) of Elementary Education in the municipality of Uruguaiana / RS, through the perceptions of teachers who act in this important pedagogical space of schools. ESA teachers participated in this qualitative research by answering an open-ended questionnaire through which we obtained the following results: all participating teachers took training and / or training courses on education in this pandemic period and the answers regarding the scope remote activities were divergent, due to not all those responsible being able to carry out pedagogical assistance in their homes.

IMPLICAÇÕES PRÁTICAS PARA CRIANÇAS COM DEFICIÊNCIA EM TEMPOS DE PANDEMIA

Marcos Venicio Esper — 2024-10-29

This article presents reflections on practical implications for children with disabilities. For this purpose, practical reflections were used to reduce the impact caused by the pandemic in various cultures and segments. This population needs special attention with regard to constant communication between family and school, in order to find alternatives to solve possible conflicts and problems.

SCHOOL INCLUSION OF A STUDENT WITH CHRIST-SIEMENS-TOURAINE SYNDROME

Carlos Dutra — 2024-10-29

This is an experience report with school children between 5 and 6 years old, where the inclusion of a student with rare syndrome happened in a citizen way, in view of the respect and appreciation of the child in the broadest sense, among the 19 students it presents including Cícero, a student with Christ-Siemens-Touraine syndrome. The teacher thought about alternatives to mediate student inclusion at all times during the school year, in order to provide children with sensory experiences based on the fields of experience presented by BNCC, one of the main challenges beyond the integration of students was the acceptance of the different. The activities developed during the school year aimed to involve everyone and add the value of solidarity, through tasks designed in the light of the needs of the class and limitations presented by the included student. This work presents a snapshot of what was developed in the academic year of 2019, having as reference school adaptation, project development and culmination. The experience was significant, as children through life built important notions, in addition to transforming the concept in relation to bullying and showing adults that it is possible to build a more just and equal world.

Insertion of technologies in educational products:

Luana Sampaio — 2024-10-29

The objective of this work is to present an experience report that took place within the scope of the subject Insertion of technologies in educational products, in the Professional Master's course in Teaching in the Thematic of Visual Impairment at the Benjamin Constant Institute, being the first author a master's student of the course and the second professor author of the discipline. The subject proposes to research technological resources for the development of educational products and practical activities, which allow the inclusion of students with visual impairments. Many blind students have difficulties in handling glassware and other instruments in a science laboratory. In order to minimize these barriers, an adaptation of a graduated pipette using electronic and tactile resources was elaborated during the course. It is expected that visually impaired students can autonomously handle this instrument and that this product will bring constructions to the teaching-learning process.