Resenha de Adaptações curriculares na inclusão escolar: contrastes e semelhanças entre dois países

Santos, Camila Elidia Messias dos; Medeiros, Francisco de Assis Araujo de

doi:10.1590/s1413-24782020250055

Cited by 3 publications

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“…Um dos ADIs disse não se sentir preparado para lidar com as crianças com TEA, justificando sentir a necessidade de aprimoramento dos conhecimentos. Como já discutimos anteriormente, Mendes (2010) e Capellini (2018) reforçam a importância da formação para a concretização de práticas pedagógicas inclusivas e da disseminação de culturas inclusivas.…”

Section: Resultsunclassified

Utilização do alfabeto móvel organizado por crianças com TEA: Percepções de profissionais

Paiva

Santos²

2023

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Este artigo aborda as percepções dos profissionais envolvidos na escolarização de crianças com TEA e sua construção da linguagem escrita a partir da usabilidade do Alfabeto Móvel Organizado (AMO), em oficinas sobre o funcionamento alfabético do sistema de escrita. Tratou-se de uma pesquisa participante de cunho descritiva com abordagem qualitativa, realizada em uma Creche Escola de um município aulista. Participaram três professoras do ensino regular, uma professora de Educação Especial, dois Auxiliares de Desenvolvimento Infantil (ADIs) e cinquenta crianças matriculadas em três turmas de Etapa II, sendo que quatro delas eram diagnosticadas com TEA. Utilizou-se como instrumentos para coleta de dados questionários, registros de filmagem, fotografias e diário de campo. Os resultados revelaram que o uso do AMO permitiu às quatro crianças com TEA, mostrar seus saberes. Concluiu-se que o AMO teve papel importante para a inclusão dessas crianças, favorecendo seu sentimento de pertencimento no contexto educacional regular.

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Section: Resultsunclassified

Utilização do alfabeto móvel organizado por crianças com TEA: Percepções de profissionais

Paiva

Santos²

2023

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“…Figure 23 presents the activity and the way to access it used by the student, who, we believe, demonstrates flexibility and understanding of the task. It is observed that there was no suppression of the objectives in the presented sequence, a concern present in several researchers (Mendes, 2011;Pletsch, Souza & Orleans, 2017;Xavier, 2018;Capellini, 2018), but only a reorganisation and care in presenting an accessible curriculum along the lines of what UDL recommends. We believe that the student achieved the objectives in the established sequence and recognise that there were adjustment needs throughout the proposal motivated by discovering gaps in learning simpler concepts.…”

Section: Figure 22mentioning

confidence: 89%

“…Whatever name is used, the fact is that adaptations, adequacy, or flexibilisation provoke debate in academia about its use and its limits (Fonseca, 2011;Mendes, 2011;Pletsch, Souza & Orleans, 2017;Xavier, 2018;Capellini, 2018). Eliminating content and simplifying objectives to be achieved -legally possible (Brasil, 1998(Brasil, , 2001) so that students with disabilities, particularly intellectual disabilities, can advance in their studies-is a cause for concern and reflection.…”

Section: The Path Of Curriculum Accessibilitymentioning

confidence: 99%

“…It is worth highlighting the concern of several researchers with the impoverishment of the curriculum and the indiscriminate simplification of contents (Mendes, 2011;Pletsch, Souza & Orleans, 2017;Xavier, 2018;Capellini, 2018) due to planning that treats the student with an intellectual disability automatically as incapable. Knowing the DUA Guidelines implies realising that the proposal does not involve a reduction in the supply of subjects that should be studied but in diversifying how the themes are presented to students.…”

Section: Accessible Curriculum and Universal Design For Learningmentioning

confidence: 99%

“…The concern of several authors for the simplification of the curriculum when talking about curriculum adaptation (Mendes, 2011;Pletsch, Souza & Orleans, 2017;Xavier, 2018;Capellini, 2018) is not present in the idea of adapting an activity for a better understanding. The meaning of 2X, i.e., the way to express two sets with X things, is not trivial, and in several classes in which this researcher teaches, this understanding is not present even in high school.…”

Section: Figure 19mentioning

confidence: 99%

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An Accessible Curriculum Proposal in Functions Content Based on the Universal Design for Learning

Diogo,

Geller

2023

Acta Sci.

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Background: As of 2017, with the approval of Law No. 13.409, which provides for exclusive places for people with disabilities in high school technical courses of federal educational institutions, the demands for permanence and success of students with disabilities, particularly intellectual, have become teachers’ focus. Objectives: This article seeks to present and reflect on a curriculum accessibility proposal aimed at the content of functions for students with intellectual disabilities in technical education. Design: Qualitative research of the research-action type with formation of a focus group and interpretive descriptive analysis of the results. Setting and participants: The research environment is a Federal Institute of the metropolitan region, and its methodology was the creation of a focus group of mathematics teachers for the discussion and elaboration of an accessible curriculum proposal in the content of functions for a student with Down syndrome enrolled in the first year of a technical course. Data collection and analysis: Data collection was obtained from the development of a sequence of activities applied to the student, and the analysis was inspired by interpretive descriptive analysis. Results: The results obtained point to the success of the curricular accessibility proposal based on the principles of the universal design for learning (UDL). Conclusions: The presentation of a curriculum from the perspective of curriculum accessibility for students with intellectual disabilities is promising to enable learning and develop desired skills in students.

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Neurociencias y Educación Matemática: reflexiones sobre las prácticas docentes en el contexto del Trastorno del Espectro Autista

Brito

Geller

2023

PARADIGMA

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El proceso de enseñanza y aprendizaje de un alumno con Trastorno del Espectro Autista (TEA) puede ser un reto. En este contexto, se presenta un extracto de una investigación de doctorado, cuyo objetivo es investigar cómo los conceptos matemáticos, abordados en la Enseñanza Fundamental, pueden ser (re)construidos a partir de supuestos de Neurociencia con alumnos con TEA. Durante la investigación se realizaron intervenciones didácticas buscando el aprendizaje de conceptos matemáticos, considerando el desarrollo de las funciones mentales, con énfasis en el campo de la atención y la memoria. La investigación, que involucró a docentes y dos estudiantes, se basó en un enfoque cualitativo a través del análisis descriptivo interpretativo en el contexto educativo de los participantes de la investigación. Los resultados del estudio infieren que los estudiantes responden mejor a las estrategias didácticas con recursos de estímulos visuales, además de percatarse de la importancia del diálogo entre Neurociencia y Educación. Comprender cómo aprenden los estudiantes y cómo el conocimiento de las Neurociencias puede contribuir a su desarrollo cognitivo y ayudar a la práctica pedagógica del docente, potenciando el aprendizaje, además de promover la flexibilidad en la forma de abordar los contenidos curriculares, considerando las especificidades de cada estudiante.

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Resenha de Adaptações curriculares na inclusão escolar: contrastes e semelhanças entre dois países

Cited by 3 publications

References 0 publications

Utilização do alfabeto móvel organizado por crianças com TEA: Percepções de profissionais

Utilização do alfabeto móvel organizado por crianças com TEA: Percepções de profissionais

An Accessible Curriculum Proposal in Functions Content Based on the Universal Design for Learning

Neurociencias y Educación Matemática: reflexiones sobre las prácticas docentes en el contexto del Trastorno del Espectro Autista

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