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Prostorová orientace a samostatný pohyb dětí se zrakovým a kombinovaným postižením / Spatial orientation and independent movement of children with visual and multiple impairmentBedlánová, Eva January 2017 (has links)
The topic of this thesis is spatial orientation and navigation in children with combined visual impairment. This study introduces different theoretical stages and compares different attitudes of families, teachers and counselors. Furthermore this study is to identify various levels of parents' awareness of this problem. Qualitative research based on interviews has been used for this observation. The objective of this thesis is to create an information brochure which should then serve as an aid and support for parents with visually impaired children. Such brochure should include basic information about spatial orientation and navigation, as well as it should share personal experience and relevant advice useful in daily life. Recent research suggests that parents of visually impaired children learn about these issues mainly from special education centers or Early Care. Materials obtained at said institutions were, according to research, insufficient. However the availability of these materials was satisfactory. Children with impairment need specific and individual approach and teachers, parents and counselors, when working with children with visual impairment, seem to often focus on different subjects.
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[pt] A AUTONOMIA DA CRIANÇA COM DEFICIÊNCIA MÚLTIPLA: UM ESTUDO SOBRE AS INTERDEPENDÊNCIAS E AS PRÁTICAS ESCOLARES INCLUSIVAS / [en] THE AUTONOMY OF CHILDREN WITH MULTIPLE DISABILITIES: A STUDY ON INTERDEPENDENCIES AND INCLUSIVE SCHOOL PRACTICESCAMYLA ANTONIOLI 08 January 2024 (has links)
[pt] O objetivo principal deste estudo é discutir e compreender as concepções
atribuídas à autonomia da criança com deficiência múltipla e as interdependências
na escola inclusiva. Dedica-se à investigação e compreensão das concepções
atribuídas à autonomia da criança com deficiência múltipla por profissionais da
educação com experiência de trabalho com essas crianças. Avança-se para
compreender como esses profissionais concebem, constroem e assumem, em seus
trabalhos, uma prática que contribua para a autonomia da criança com deficiência
múltipla, analisando como ocorre a participação do aluno com deficiência
múltipla em atividades escolares. A pesquisa é qualitativa e fundamenta-se no
método de interpretação dos sentidos. A produção de dados desdobra-se em
observações participantes que envolvem cinco crianças com deficiência múltipla e
seus cotidianos escolares, além da realização de entrevistas semiestruturadas com
33 profissionais da educação. Seis escolas foram parceiras deste estudo, incluindo
uma escola de educação infantil em um município da Baixada Fluminense/RJ e
cinco escolas localizadas no estado do Rio Grande do Sul. A análise é
fundamentada nos estudos de deficiência, situando-se principalmente entre os
modelos social e de direitos humanos. A perspectiva histórico-cultural
fundamentou a análise dos conceitos de instrução, aprendizagem e
desenvolvimento. Dedica-se atenção especial à comunicação e às vivências
escolares que potencializam a tomada de decisão conjunta e/ou individual da
criança com deficiência múltipla. Agir e/ou ir sozinho referem-se a concepções de
autonomia com maior destaque nas falas dos profissionais entrevistados. Nas
observações de campo, destaca-se que os colegas e os profissionais de apoio
escolar foram figuras marcantes nas relações de tomada de decisão. Ressalta-se a
importância de uma abordagem voltada para o planejamento de práticas
pedagógicas estruturadas de maneira colaborativa, visando a promoção de uma
educação inclusiva. A pesquisa possibilitou compreender como a autonomia é
potencializada e desenvolvida em contextos de interdependências no cenário
escolar, em que as vivências com a diversidade humana são catalisadoras de
aprendizado e desenvolvimento. / [en] The main objective of this study is to discuss and comprehend the
conceptions attributed to the autonomy of children with multiple disabilities and
the interdependencies in inclusive schools. The focus is on investigating and
understanding the conceptions attributed to the autonomy of children with
multiple disabilities by education professionals with experience working with
these children. The study advances to understand how these professionals
conceive, construct, and adopt in their work a practice that contributes to the
autonomy of children with multiple disabilities, and to analyze how the
participation of students with multiple disabilities occurs in school activities. The
research is qualitative and is based on the method of interpreting meanings. Data
production unfolds through participant observations involving five children with
multiple disabilities and their school routines, along with conducting
semi-structured interviews with 33 education professionals. In total, six Brazilian
schools collaborated in this study, including an early childhood education school
in a municipality in Baixada Fluminense, Rio de Janeiro, Brazil, and five schools
located in the state of Rio Grande do Sul, Brazil. The analysis is grounded in
disability studies, primarily situated between social and human rights models. The
historical-cultural perspective underpins the analysis of the concepts of
instruction, learning, and development. Special attention is given to
communication and school experiences that enhance joint and/or individual
decision-making by the child with multiple disabilities. Acting and/or going alone
refer to concepts of autonomy with greater emphasis in the statements of the
interviewed professionals. In field observations, it is highlighted that classmates
and school support professionals were significant figures in decision-making
relationships. The importance of an approach focused on planning collaborative
pedagogical practices, aiming at promoting inclusive education, is emphasized.
The research made it possible to understand how autonomy is enhanced and
developed in contexts of interdependencies in the school, where experiences with
human diversity are catalysts for learning and development.
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Jaké je to být otcem v rodině s dítětem s těžkým zrakovým postižením / What is it like to be a father in a family with a child with severe visual impairmentLanová, Martina January 2015 (has links)
The topic of this thesis is the situation of families with children having severe visual or multiple disabilities, examined from the father's standpoint. The aim of this thesis is to map out (explore) the lives of fathers whose children have severe visual impairments or multiple disabilities from their subjective point of view. The focus will be on the process of accepting disabled children, the fathers' experiences, their behavior and expectations in relation to the children, their spouse / partner and other family members. In addition, the focus will be on their view of the relationship between the larger society and individuals with disabilities, including organizations dealing with this issue. For the purposes of qualitative research "What it is like to be a father whose child has a severe visual impairment," a method of semi-structured interviews for data collection will be used. The Grounded Theory method will be used to analyze the data obtained from the research. Powered by TCPDF (www.tcpdf.org)
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