A inclusão escolar de alunos surdos: o que dizem alunos, professores e intérpretes sobre esta experiência

Lacerda, Cristina Broglia Feitosa de

doi:10.1590/s0101-32622006000200004

Cited by 167 publications

(243 citation statements)

References 7 publications

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“…Segundo Lacerda (2006), as pessoas com surdez podem enfrentar difi culdades ao entrar em contato com a língua do grupo social em que estão inseridos. Para Luiz e Araujo (2003), o desenvolvimento da linguagem corporal por meio da dança permite a manifestação da personalidade e de conhecimento mais completo de si mesmo, para fora e para dentro.…”

Section: Aprendizagem De Dança E Defi Ciência Auditiva Relato De Pesqunclassified

Adolescentes com deficiência auditiva: a aprendizagem da dança e a coordenação motora

Montezuma

Rocha

Busto

et al. 2011

Rev. bras. educ. espec.

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RESUMO: o objetivo deste estudo foi verifi car a ocorrência de modifi cação da coordenação motora, atenção, participação, interação, autoestima e compreensão em adolescentes com defi ciência auditiva, após a realização de aulas de dança do tipo jazz dance. Foi realizado estudo experimental intrassujeito do tipo AB, com cinco sujeitos do gênero feminino, com idade entre 13 e 18 anos, diagnóstico de surdez congênita ou adquirida e estudantes do Instituto Londrinense de Educação de Surdos (ILES). Para avaliação da coordenação motora foi aplicado o teste KTK, composto por quatro tarefas antes e após as aulas e, diário de campo, contendo informações que não foram registradas nos testes formais. Foram realizadas doze aulas de dança como intervenção. O resultado do KTK mostrou média da pontuação total de 171,8 inicialmente e 196,4 após a intervenção. Como resultado fi nal todos os sujeitos do estudo apresentaram melhora da coordenação motora signifi cante (P=0.01) após as aulas de dança. Observou-se também melhor atenção das alunas no decorrer das aulas e maior integração do grupo. PALAVRAS CHAVES:Educação Especial. Perda da audição. Coordenação psicomotora. Dança. ABSTRACT:The aim of this study was to investigate the occurrence of changes in motor coordination and attention, participation, interaction, self-esteem and understanding in adolescents with hearing loss, after conducting dance classes such as jazz. An experimental study of intra-subject AB, was done, with fi ve female subjects, aged between 13 and 18 years and diagnosis of congenital or acquired deafness, students of the Institute of Deaf Education Londrinense (ILES). The KTK test was conducted to evaluate the motor coordination, consisting of four tasks before and after classes and a diary containing information not recorded in formal tests. Twelve dance classes were proposed as intervention. The result of KTK showed a total score average of 171,8 before the dance and an average of 196,4 after the classes. The results indicated that all subjects of the study showed signifi cant improvement in motor coordination (P=0.01), after dance classes. It was also observed that students paid more attention during classes and there was greater integration of the group.

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Section: Aprendizagem De Dança E Defi Ciência Auditiva Relato De Pesqunclassified

Adolescentes com deficiência auditiva: a aprendizagem da dança e a coordenação motora

Montezuma

Rocha

Busto

et al. 2011

Rev. bras. educ. espec.

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“…It is worth mentioning, as shown in Table 2, in the analysis by items, for all 28 items of the questionnaire, it is possible to observe an increase in the number of correct answers in the post-intervention, when compared to the pre-intervention, even if this difference is not statistically significant for 10 items (1,7,9,14,17,19,24,25,26,28). Furthermore, no significant differences were observed when comparing the results observed from questionnaires answered by the four groups of teachers from different schools.…”

Section: Resultsmentioning

confidence: 94%

“…Thus, a large variety of learning opportunities should be provided, to teach relevant skills and goals to those children with ASD [21][22][23][24][25] , which implies the need for specific training, to adequately assist these students 1,11,12,17 .…”

Section: Resultsmentioning

confidence: 99%

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

et al. 2014

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Purpose: to assess the knowledge of teachers in elementary education about the communication of people with autism spectrum disorders at two different times, pre and post-intervention. Methods: it was a comparative and descriptive study, involving 160 teachers from municipal elementary school of both genders, aged between 23 and 65. To check the teachers' knowledge of communication in autism spectrum disorders, a specific questionnaire for this study was developed and applied. It was offered to teachers and administered at two different times, pre and post-intervention. The intervention procedure consisted of two meetings of four hours each, conducted by speech therapist and the delivery of a guidance manual on the autism spectrum disorders, emphasizing the aspects of communication and language. The responses pre-and post-intervention were analyzed and compared. The results were treated statistically (p <0.05 and in some cases p <0.01, the chi-square test for proportions was used). Results: it was observed that the teachers had a limited knowledge and inadequate communication about the autism spectrum disorders and on these clinical cases in general. In addition, there was significant increase of correct answers by the teachers after the intervention. Conclusion: there is a restricted teachers' knowledge of communication in autism spectrum disorders and positive effects after the intervention procedures, through the analysis of the pre and post-intervention phases, which showed a significant increase in appropriate responses on the autism spectrum disorders.

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“…However, the interpreter doesn't solve the problem of education for the deaf, because the educational environment is still thought of and organized by and for listeners. In order for this environment to be adapted to the specifics of deaf students, besides the use of Libras by teachers and hearing student, changes in curricular and methodological adaptations are also necessary, albeit unfortunately still far from happening anytime soon, as discussed by Lacerda (2006).…”

Section: Final Considerationsmentioning

confidence: 99%

Untitled

2017

Eur. j. soc. sci. educ. res.

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In Brazil, according to the principles of bilingualism, the process of teaching written Portuguese to deaf people should be based on methodologies used to teach a second language (L2). Also, the teaching method should be developed from experiences with the Brazilian Sign Language (LIBRAS). On that account, the present study investigated the teaching-learning process of the written Portuguese experienced by a deaf student in an inclusive class. A qualitative, descriptive and exploratory research was conducted. As for collecting data, three methods were explored: participant observation, field diary and document analysis. The results indicated that in the aforementioned process, LIBRAS was not appreciated as a first language (L1). They also showed that no Portuguese language teaching methodology based on a L2 was used. Thus, we concluded that the methods used for teaching the written language in the inclusive situation did not meet the principals of bilingual education and did not embody all the linguistic and cultural singularities of the deaf student.

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A inclusão escolar de alunos surdos: o que dizem alunos, professores e intérpretes sobre esta experiência

Cited by 167 publications

References 7 publications

Adolescentes com deficiência auditiva: a aprendizagem da dança e a coordenação motora

Adolescentes com deficiência auditiva: a aprendizagem da dança e a coordenação motora

Comunicação e transtornos do espectro do autismo: análise do conhecimento de professores em fases pré e pós-intervenção

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