Functional vision refers to the use of vision to perform day-day tasks and is assessed by the ability to perform these tasks. Assessment of functional vision is an integral component of the management of children with visual impairment. The results of the assessment help in designing appropriate educational and rehabilitation intervention strategies. The L V Prasad-Functional Vision Questionnaire (LVP-FVQ) is a reliable and valid tool for assessing self-reported functional vision performance (FVP) in children. Self-reports are obviously the child's perception of his or her ability to perform certain tasks but they may not reflect actual performance. Various studies of FVP in adults have used actual performance measures of everyday tasks, but very few studies, even in adults with visual impairment, have compared self-reports and performance measures and none have included identical tasks on the 2 methods of assessment. To date, no study has assessed FVP using performance measures of daily tasks in the paediatric population. Therefore, the aims of the current study were: (1) To develop performance measures of FVP and compare them with self-reports of FVP from the LVP-FVQ in a prospective cohort of Indian school-going children with visual impairment. (2) To investigate the effect of a psychological attribute, self-concept, on self-reports, performance measures and the relationships between the 2 measures. (3) To investigate the relationship between clinical measures of vision and FVP. Performance measures of FVP for children with visual impairment were developed for 17 day to day tasks for comparison with self-reports of the same tasks for the LVP-FVQ. The LVP-FVQ was verbally administered by the researcher to 178 Indian school-going children aged between 8 and 17 years with visual impairment. Similarly, the performance of each of the tasks by these children was measured by the researcher. The performance measures for most of these tasks were recorded on continuous scales and later categorized to match the ordinal ratings from the LVP-FVQ. The self-report and performance measure ratings for the 17 tasks were then converted into the same metric using a Rasch model allowing an accurate picture of whether and how these two measures of FVP compared with each other. Rasch analysis was used to estimate the person ability and item difficulty for FVP from the 2 methods of assessment. Self-reports showed stronger correlations with performance measures of FVP than were hypothesized. Similar to some studies in adults, binocular high-contrast visual acuity was found to be the single most significant predictor of a child's functional vision performance. Contrary to expectations, self-concept did not have a significant effect on the relationship between the 2 measures. A few reasons for the stronger than expected relationship between the 2 methods of assessment of FVP in children with visual impairment are suggested. Firstly, the use of identical tasks for self-reports and performance measures of FVP is likely to improve the relationship. Secondly, the LVP-FVQ was developed using focus groups of children with visual impairment, their parents, low vision specialists and rehabilitation professionals leading to good content validity. Since children were included in the development of the LVP-FVQ, the tasks were representative of a child's typical daily life. Thus, the performance measures were also suited to the day-day tasks of school-going children but were not tapping any social and psychological issues relating to visual impairment. Thirdly, the use of Rasch analysis which addresses many of the issues of unequal measurement and defines a hierarchy of items for self-reports and performance measures could have led to higher correlations in the present study. Finally, the high reliability and validity of self-reports and performance measures of FVP in the present study may have contributed to the higher than expected correlations. None of the demographic variables or self-concept affected the relationship between self-reports and performance measures of FVP, but self-concept had a weak significant association with self-reports. This result is unique to this study and warrants further investigation. Binocular high-contrast visual acuity alone, the most common visual function measured in ophthalmic clinics, explained between one-third and two-thirds of the variance in functional vision performance. This confirms the expected trend that with worse visual impairment, FVP is lower. The addition of the variable, self-concept, resulted in a very small increase in the variability explained for self-reported FVP. Similarly, the addition of other clinical measures of vision such as binocular low contrast visual acuity and colour vision resulted in a small increase in the variability explained for performance measures of FVP. The correlation between binocular high-contrast visual acuity and performance measures of FVP was statistically significantly higher than that between binocular high-contrast visual acuity and self-reports of FVP. There are a few possible reasons for this higher correlation. Firstly, performance measures are considered to be a more "objective" form of assessment, while self-reports are a child's perception of his or her ability and therefore lack a context, which may result in either over-estimation or under-estimation of actual ability. Furthermore, performance measures include dimensions such as the time taken to perform a task or other criteria specific to a task, while self-reports do not use such qualifiers. Secondly, the higher correlation may be the result of the visual complexity of some of the tasks. While self-concepts of children with visual impairment played a small but significant role in the self-reported FVP, studies in adults with visual impairment have suggested that other psychological factors such as mood, anxiety, motivation etc. are associated with an individual's perception of visual performance. Future studies are required to explore the possible role of these and other factors in FVP in Indian school-going children with visual impairment. This thesis makes a significant contribution to the field of paediatric low vision rehabilitation by providing performance measures of FVP and relating them to self-reports in children with visual impairment and their relationship with common measures of visual function. With self-reports, the child is reporting his or her perception of ability to complete a task, where performance measures examine the child's ability to complete a task by observing his or her performance. Thus, although the two methods are comparable, it is because of the different yields from each of these measures that they are not considered interchangeable. A combination of the 2 measures where practical would perhaps provide a richer depiction of the FVP of children with visual impairment. As developing countries such as India have limited resources allocated for eye care services where less than seven percent of the gross national product is spent on health care, self-reports can be utilized together with clinical measures of vision (mainly visual acuity) to assess the FVP in children with visual impairment in a community setting. However, both methods of assessment of FVP together with clinical measures of vision are essential if a comprehensive assessment of FVP is to be carried out in children with visual impairment. Information from these assessments can help clinicians better understand the functioning of children with visual impairment and incorporate them in the management of low vision in school-going children with visual impairment in India.

This work is part of the development of research online Educational Technology Network, the Graduate Program in Educational Technology Network of the Federal University of Santa Maria, conducting an investigation based on a case study, qualitative, proposing the development of accessible interfaces on the AVEA Moodle. From the blind user's perspective, the objective is to develop accessible interfaces in accordance with the principles defined by the WCAG 2.0 accessibility standard. The theoretical framework behind information related to Visual Impairment, Assistive Technologies, Web accessibility, Web Application Design and Web Development Standards. During the observations and analyzes were listed all the elements for the format, resources and environment activities that may suffer some change to meet the principles proposed by WCAG 2.0. After the records from the observations and analyzes made by the blind student, subject of this research, he elaborated the final product of this dissertation, the AVEA Moodle interface design, containing the user's characteristics, definition of use cases, prototype mapping goals, defining the set of tasks associated with each action, screen images development for each share of interface and identification of user interface objects used in the implementation. After preparing the final design Web interface, it moved to the implementation phase of the survey recorded changes, following the development of standards for web accessibility. After the implementation process, finalized to research by performing the validation process following two scenarios with different technologies using the browsers Internet Explorer and Google Chrome, and the screen reader Jaws and NVDA, respectively. Research has shown through the made observations and analyzes that, in this scenario, much remains to be done, but many of these obstacles are solvable. The weaknesses relating to the accessibility of the AVEA Moodle interface identified in the survey, confirm the belief that various aspects of accessibility can only be detected by blind users, confirming the importance of manual validation. / Esta dissertação faz parte da linha de pesquisa de Desenvolvimento em Tecnologias Educacionais em Rede, do Programa de Pós-Graduação em Tecnologias Educacionais em Rede da Universidade Federal de Santa Maria, realizando uma investigação baseada em um estudo de caso, de caráter qualitativo, propondo o desenvolvimento de interfaces acessíveis no AVEA Moodle. A partir da perspectiva do usuário cego, objetiva-se desenvolver interfaces acessíveis de acordo com os princípios definidos pelo padrão de acessibilidade WCAG 2.0. O referencial teórico traz informações relacionadas à Deficiência Visual, Tecnologias Assistivas, Acessibilidade na Web, Projeto de Aplicações Web e Padrões de Desenvolvimento Web. Durante as observações e análises foram elencados todos os elementos referentes ao formato, recursos e atividades do ambiente que podem sofrer alguma alteração para atender aos princípios propostos pelo WCAG 2.0. Após os registros provenientes das observações e análises efetuadas pelo aluno cego, sujeito desta pesquisa, elaborou-se o produto final desta dissertação, o Projeto de Interface do AVEA Moodle, contendo as características do usuário, definição dos casos de uso, protótipo, mapeamento de objetivos, definição do conjunto de tarefas associadas a cada ação, desenvolvimento de imagens de tela para cada ação da interface e identificação dos objetos de interface do usuário utilizados na implementação. Após a elaboração do projeto final da interface Web, passou-se para a fase de implementação das mudanças registradas na pesquisa, seguindo os padrões de desenvolvimento web para a acessibilidade. Após o processo de implementação, finalizou-se a pesquisa realizando-se o processo de validação seguindo dois cenários com tecnologias diferentes, utilizando os navegadores Internet Explorer e Google Chrome, e os leitores de tela Jaws e NVDA, respectivamente. A pesquisa mostrou, através das observações e análises efetuadas que, nesse cenário, muito ainda há por se fazer, mas que vários desses obstáculos são passíveis de solução. As fragilidades referentes à acessibilidade da interface do AVEA Moodle, apontadas na pesquisa, confirmam a convicção de que vários aspectos de acessibilidade só podem ser detectados por usuários cegos, confirmando a importância da validação manual.

Les recherches précédentes et les observations cliniques suggèrent une prévalence élevée des troubles du spectre de l'autisme (TSA) dans la population d'enfants déficients visuels. Un phénomène de régression ou de stagnation développemental dès la deuxième année de vie des bébés déficients visuels semble être un précurseur de troubles autistiques ultérieurs. Relativement peu de recherches ont examiné les manifestations comportementaux des très jeunes enfants déficients visuels avant et autour de l'apparition de cette période de régression. Pour cette étude rétrospective, des films familiaux d'enfants aveugles à l’âge de 12 mois, de 24 mois et entre 3 et 4 ans, sont analysés et les comportements de la communication sociale codifiés, afin de repérer des signes précurseurs des TSA. Des films d'enfants aveugles ayant un diagnostic ultérieur de TSA ont été comparés aux films d'enfants aveugles sans TSA. Les résultats indiquent une fréquence moins élevée chez les enfants ayant un diagnostic de TSA de certains signes de la communication sociale dès l'âge de 12 mois, avec des différences très marquées pour les comportements d'ouvertures sociales. D'importantes différences du langage fonctionnel sont observées à partir de l'âge de 24 mois. Des stéréotypés motrices et langagières sont observées à fréquence égale dans les deux groupes jusqu'à 3 ans mais ensuite diminuent chez les enfants sans troubles associés et augmentent chez les enfants avec TSA. Des différences dans le type d'activité ludique sont aussi observées, les jeux sensoriels étant plus fréquents chez les enfants aveugles avec TSA. Certains comportements de rejet social et de particularités sensorielles sont observés uniquement chez les enfants aveugles avec TSA. Ces résultats pourraient contribuer à une meilleure compréhension des signes autistiques chez les personnes aveugles, l'amélioration du dépistage des TSA chez les très jeunes enfants déficients visuels, et peuvent guider des dispositifs d'intervention précoce. / Previous research ans clinical observations suggest a high incidence of autism spectrum disorders (ASD) in visually impaired children. A phenomena of developmental regression or stagnation « developmental setback » observed in the second year of life of visually impaired babies appears to predict the later occurrence of ASD. Relatively little research has explored the behavioural manifestations of very young visually impaired children before and around the apparition of developmental setback. For this retrospective study, home movies of blind children at the age of 12 months, 24 months and between 3 and 4 years, are analysed and behaviours of social communication are coded, to detect early signs of ASD. Films of blind children having later recieved a diagnosis of ASD are compared to films of blind children without ASD. The results indicate a lower frequency of certain social communication behaviours in blind children with ASD as early as 12 months old, with particular differences being observed in social engagement behaviours. Differences are also observed in the level of functional language from 24 months. Motor and language stereotyped behaviours are observed equally in the two groups until the age of 3 when these behaviours increase in the blind ASD children and decrease in the blind children without ASD. Divergences in the type of play are identified, sensory play being more frequent in the blind ASD children. Certain social rejection behaviours and sensory sensitivities are only observed in the blind ASD group. The results of this study contribute to a better understanding of early ASD signs in the blind, and improvements in the early screening of ASD in very young visually impaired children, as well as guiding early intervention programmes.

241 f. / Submitted by PPGE PPGE (pgedu@ufba.br) on 2013-09-18T16:18:26Z No. of bitstreams: 1 TESE TODA 6 abril Virgínia 13 MAIO 13.pdf: 2417557 bytes, checksum: 861d741b496474717e052ea3d3e6c85b (MD5) / Rejected by Maria Auxiliadora Lopes(silopes@ufba.br), reason: Prezado, Favor renomear o arquivo. Auxiliadora on 2013-09-18T16:51:19Z (GMT) / Submitted by PPGE PPGE (pgedu@ufba.br) on 2013-09-23T13:12:56Z No. of bitstreams: 1 SANDRA REGINA ROSA.pdf: 2417557 bytes, checksum: 861d741b496474717e052ea3d3e6c85b (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-09-23T16:43:43Z (GMT) No. of bitstreams: 1 SANDRA REGINA ROSA.pdf: 2417557 bytes, checksum: 861d741b496474717e052ea3d3e6c85b (MD5) / Made available in DSpace on 2013-09-23T16:43:43Z (GMT). No. of bitstreams: 1 SANDRA REGINA ROSA.pdf: 2417557 bytes, checksum: 861d741b496474717e052ea3d3e6c85b (MD5) Previous issue date: 2013 / A Audiodescrição, ou AD é um recurso que visa tornar acessível ao público deficiente visual conteúdos imagéticos produzidos no âmbito educacional e cultural. No Brasil, as ADs são realizadas ainda experimentalmente, a partir da experiência do convívio com deficientes visuais ou de um modelo fundamentado nas normas britânica (ITC, 2000), espanhola (UNE, 2005) e americana (ADC, 2008). Ao seguir tais modelos, as ADs apontam para um padrão internacional, o qual prioriza a objetividade, a clareza e a fidelidade à obra transcrita. Este estudo tem como objetivo analisar o alcance de duas versões de AD realizadas para o filme português Atrás das Nuvens (2007) de Jorge Queiroga, fixando o olhar na poética produzida pela Linguagem Cinematográfica – LC nesta obra. Também se dispõe a discutir a questão da objetividade, expressividade e poética passadas nas versões abordadas. Para fundamentar a tese, é feito um estudo de caso com base na pesquisa qualitativa, alicerçada na análise de um trecho desse filme e aportada por entrevista semiestruturada com um grupo de pessoas deficientes visuais. Teoricamente, a discussão foi mediada, principalmente, nos trabalhos de Diniz (2007); Franco (2010); Neves (2011); Gomes (2004); Deleuze (2005) e Minayo (2001). Identificou-se que a AD não pode ser realizada apenas como um serviço de tradução de forma mecânica, identificando imagens, no intuito de favorecer ao espectador deficiente visual a captação apenas de forma instantânea. Os resultados demonstraram ser possível realizar a AD a partir da força embutida na poética da LC e transmiti-la de forma expressiva, criativa e poética. / Salvador

This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies, with specific reference to a small-scale quantitative survey and extensive qualitative design were employed as tools to understand the prevalence, extent and nature of challenges of students with disabilities in their pursuance of higher education in Namibia. Data was thus collected in two phases. The first phase consisted of a ten-item quantitative-survey which was largely used to determine the prevalence of students with disabilities in higher education institutions, and basic information regarding institutional standpoints pertaining to students with disabilities. Data acquired through this survey confirmed the prevalence of students with disabilities in Namibian higher education institutions. The second phase represented the qualitative design whereby data was collected through three main methodologies namely a narrative diary-based approach, a photo-voice and individual interviews. These methodologies ensured reliability of the data through triangulation. The study confirmed that inclusive education at the higher education level in Namibia was largely achieved through the goal of access, as all higher education institutions have admitted students with observable as well as hidden disabilities. However, a major finding of the study was that support and provision for students with disabilities was rendered in fragmented portions within and across institutions, and that the goals of equity and equality have not yet been achieved to the desired degree, if inclusive education was to become a reality for students with disabilities in higher education in Namibia. Students reported challenges related to physical accessibility of institutions; unavailability of educational material in alternative, as opposed to traditional formats; lack of sensitivity and skills of staff; as well as lack of structured support systems. The study also revealed that, notwithstanding the challenges students faced in their institutions, students with disabilities continued to perform their academic duties to the best of their abilities and were driven by their individual personal philosophies, many of which spoke of perseverance and courage, to make a success of their studies. / D. Ed. (Inclusive Education) / Language Education Arts and Culture

MAGALHÃES, Elisângela Bezerra. A Sequência Fedathi na deficiência visual. 2015. 135f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-03-12T11:44:55Z No. of bitstreams: 1 2015_dis_ebmagalhaes.pdf: 2152577 bytes, checksum: 116cf06186b9ae9fb95c9cae5b60971e (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-03-13T15:36:29Z (GMT) No. of bitstreams: 1 2015_dis_ebmagalhaes.pdf: 2152577 bytes, checksum: 116cf06186b9ae9fb95c9cae5b60971e (MD5) / Made available in DSpace on 2015-03-13T15:36:29Z (GMT). No. of bitstreams: 1 2015_dis_ebmagalhaes.pdf: 2152577 bytes, checksum: 116cf06186b9ae9fb95c9cae5b60971e (MD5) Previous issue date: 2015 / Nesse trabalho procuramos investigar as contribuições da utilização da Sequência Fedathi para o ensino da matemática objetivando a elaboração de conceitos do sistema de numeração decimal por discentes cegos com a utilização do recurso Q.V.L. A metodologia proposta como aporte teórico da pesquisa baseia-se em uma prática pedagógica que indica a postura do professor como um mediador do ensino favorecendo ao estudante uma elaboração ativa dos seus conhecimentos, procurando desenvolver aprendizagem significativa, oportunizando aos estudantes uma maior aproximação com conceitos científicos. A sequência Fedathi, foi desenvolvida e encontra-se em constante estudo pelo professor Dr. Hermínio Borges no Laboratório Multimeios FACED- UFC. A pesquisa abrangeu uma pesquisadora do Mestrado acadêmico em Educação da UFC e desenvolvida em uma instituição patrimonial de Fortaleza com duas professoras e 04 alunos com deficiência visual. Os demais teóricos pesquisados e estudados para o desenvolvimento da pesquisa foram: (AMIRALIAN, 1997; WARREN, 1994, OCHAITA E ESPINOSA, 2004 e BRANDÃO, 2006, 2007, 2009; LIRA E BRANDÃO 2013). Optamos assim por uma pesquisa colaborativa a fim de observarmos a proximidade da pesquisadora com os estudantes através de intervenções, com a finalidade de analisar o desempenho dos mesmos para suas elaborações de aprendizagem através de mediações do professor onde o estudante passa a ser ativo no processo de ensino e aprendizagem. A coleta de dados foi desenvolvida por intermédio de observações de episódios de ensino, investigação bibliográfica, aproximação com a família das crianças, e intervenções através de sessões didáticas utilizando a Sequência Fedathi. Os resultados encontrados nos assinalam expor algumas considerações importantes acerca do ensino de Matemática para alunos cegos, que norteiam aos professores uma prática mais voltada para o desenvolvimento de um aluno crítico e ativo nas suas elaborações. Tivemos a oportunidade durante a pesquisa de avaliarmos que nossos alunos com deficiência visual quando tem a oportunidade de desenvolver conceitos matemáticos através de uma mediação correta por parte do professor, apresentam condições igualitárias de aprendizagem e desenvolvem seu conhecimento com significado Diante das implicações encontradas consideramos que a postura docente em relação ao ato de ensinar deve utilizar metodologias que sua ação docente esteja pautada num ato de mediador do conhecimento. O estudo assinalou que a postura diferenciada do professor e a utilização de uma metodologia que valorize a relação de mediação do ensino apresentou um desenvolvimento satisfatório nas elaborações de conceitos por alunos cegos. Porém percebemos que a mudança de postura do professor é um processo em longo prazo e que necessita da disponibilidade do professor, além de tempo para o planejamento precisa também de formação continuada constante para atender melhor a modalidade de ensino em que leciona e que essa formação deve contemplar metodologias de ensino.

Persons with disabilities reproduce in the Czech Republic on the basis of reasonable estimates, a significant group of citizens (10% of population, of which 0.6% are persons with visual disabilities. Integration is a long/two-way process, playing an important role in many dimensions of human life. When it is necessary to take into account the individuality of each person, trying to understand the rules and are paying them to the behavior, it is important mutual communication skills and awareness of the presence of barriers to integration. In the Czech Republic the whole care for people with disabilities falls into a comprehensive rehabilitation. Over the last 20 years in the Czech Republic focused public attention (state bodies and institutions) to improve the living conditions of persons with disabilities. Attitude State and public authorities, to regulate these individuals significantly, the National plans establishing the most important tasks and measures for different sectors of government. Despite these measures, however, figure in activities of daily living for persons with disabilities discriminatory pressures are particularly evident in the long-term disregard or ignorance of basic and fundamental differences that define this group of person. V currently in the Czech Republic is still missing law on comprehensive rehabilitation. The aim of this paper is to describe the integration factors / barriers / point of view, which people with disabilities, respectively, visual impairment comes in your life / integration process, to mutual acceleration options which can use in the integration process. The main goal of this work is to describe the specifics of the integration of persons with visual disabilities, their personal view on integration / inclusion. The research was conducted in two regional branches Sons of Chomutov in the Czech Republic - SIA and Most. The sample included individuals with visual disabilities of working age (18-65 years). Data collection was conducted from 1st 4th 2012 to 2014. Based on responses to the research questions defined the strategy of qualitative research in the form of so-called case studies - the study of social groups (persons with visual disability).

Submitted by DEYTIVAN CARDOSO (deyk_oliveira@hotmail.com) on 2018-07-13T18:53:24Z No. of bitstreams: 1 DEYTIVAN DISSERTAÇÃO.pdf: 1368162 bytes, checksum: f2e9b3f7b93f4a4b396f5342334ee29b (MD5) / Approved for entry into archive by Ana Miria Moreira (anamiriamoreira@hotmail.com) on 2018-07-18T11:11:16Z (GMT) No. of bitstreams: 1 DEYTIVAN DISSERTAÇÃO.pdf: 1368162 bytes, checksum: f2e9b3f7b93f4a4b396f5342334ee29b (MD5) / Made available in DSpace on 2018-07-18T11:11:16Z (GMT). No. of bitstreams: 1 DEYTIVAN DISSERTAÇÃO.pdf: 1368162 bytes, checksum: f2e9b3f7b93f4a4b396f5342334ee29b (MD5) / Capes / Este Projeto de Intervenção-PI enfoca as contribuições do estudo sobre formação continuada de professores em educação especial na perspectiva da educação inclusiva, tendo a deficiência visual no cerne da questão. Aborda a importância da preparação docente dentro da profissão-“in loco”- e suas implicações no processo de ensino e aprendizagem dos alunos com deficiência visual. A investigação teve o caráter de uma abordagem qualitativa e consistiu em analisar se os docentes do Ensino Fundamental- Anos Finais da Escola Municipal Odete Nunes Dourado-EMOND, situada no município de Irecê, no estado da Bahia, estão preparados/capacitados para ensinar alunos com deficiência visual (cegos) na sala regular e de que modo uma formação docente, na área da deficiência visual contribui na promoção de uma escola mais inclusiva. Para isso, foi realizado uma pesquisa de campo, cuja estratégia metodológica consistiu num estudo de caso, no qual utilizei como instrumento: um (01) questionário semiestruturado, respondido por 09 professores do 6º ano vespertino e um(01) formulário Google Forms respondido por 18 professores da EMOND. Nesse âmbito, foi possível apreender através destes questionários impressos e eletrônicos as reais necessidades dos professores de profissão e como seus saberes ou não saberes sobre inclusão, deficiência visual, Sistema Braille, Tecnologia Assistiva-TA e outras especificidades repercutiam nas experiências escolares com alunos cegos. No tocante ao referencial teórico, esse PI tem o aporte de autores como Nóvoa (1992, 2009, 2015) ao defender uma formação dentro da profissão, na qual os professores exerçam papéis importantes na formação de seus colegas e na sua própria formação; Tardif (2014) e a questão dos saberes docentes; Miranda, Galvão Filho e colaboradores (2012) discorrendo sobre o professor e a educação inclusiva; além de outros autores que contribuíram na fundamentação dos dispositivos elementares de uma formação docente. Em relação aos fundamentos legais, o estudo se baseou em documentos e legislações, a exemplo da Lei de Diretrizes e Bases da Educação- LDB, Nº 9.394/96, da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008), entre outros. Para composição desse Projeto de Intervenção e caracterização do lócus da pesquisa, fiz uso de levantamento bibliográfico, análise documental da Proposta Curricular da Rede Municipal de Ensino de Irecê (2013) e do Projeto Político Pedagógico da EMOND. A pesquisa interventiva apontou a necessidade de propor um plano de formação continuada em educação especial na perspectiva da educação inclusiva, cujos pressupostos teóricos/metodológicos possibilitam aos professores refletir sobre os desafios e possibilidades frente a escolarização dos alunos com deficiência visual no Colégio Odete, Irecê/Bahia. / ABSTRACT This Intervention Project-PI focuses on the contributions of the study on continuing education of teachers in special education from the perspective of inclusive education in the area of visual impairment, addressing the importance of professional preparation "in loco" and its implications in the teaching and learning process of students with visual impairment. The research had the character of a qualitative approach and consisted in analyzing if the teachers of the Elementary School - Final Years of the Municipal School Odete Nunes Dourado-EMOND, located in the municipality of Irecê, in the state of Bahia, are prepared / trained to teach students with visual impairment (blind) in the regular classroom and how a teacher training, with visual impairment at the heart of the issue, contributes to the promotion of a more inclusive school. For that, a field research was carried out, whose methodological strategy consisted of a case study, in which I used semistructured questionnaires as instruments, which were answered by 09 teachers of the 6th grade in the afternoon, and a Google Forms form answered by 18 teachers from EMOND. In this context, it was possible to perceive through these questionnaires printed and electronic the real needs of professors of profession and as their knowledge about continued education, inclusion, visual impairment, Braille System, Assistive Technology, had repercussions in the school experiences with blind students. With regard to the theoretical reference, this PI has the support of authors such as Nóvoa (1992, 2009, 2015) in defending a formation within the profession, in which teachers play important roles in the formation of their colleagues and in their own formation; Tardif (2014) and the question of teacher knowledge, Miranda; Galvão Filho et al. (2012) discussing teacher and inclusive education; besides the discussion of the elementary devices of a teacher formation. Regarding the legal grounds, the study was based on documents and legislation, such as LDB 9394/96, the National Policy on Special Education in the Perspective of Inclusive Education (2008), among others. For the composition of this Project of Intervention and characterization of the locus of the research, I made use of a bibliographical survey, documentary analysis of the Curriculum Proposal of the Municipal Education Network of Irecê (2013) and the Political Educational Project of EMOND. The intervention research pointed out the need to propose a continuous training plan in the perspective of inclusive education, whose theoretical / methodological assumptions make it possible to reflect on the challenges and possibilities faced by students with visual impairment at Odete College Irecê/Bahia.

Submitted by Patricia Figuti Venturini (pfiguti@anhembi.br) on 2018-10-04T19:13:28Z No. of bitstreams: 1 Geraldo Coelho Lima Junior.pdf: 12870371 bytes, checksum: 6f5ca82eeceeb84a90f9a0a63819d609 (MD5) / Approved for entry into archive by Patricia Figuti Venturini (pfiguti@anhembi.br) on 2018-10-04T19:16:31Z (GMT) No. of bitstreams: 1 Geraldo Coelho Lima Junior.pdf: 12870371 bytes, checksum: 6f5ca82eeceeb84a90f9a0a63819d609 (MD5) / Approved for entry into archive by Patricia Figuti Venturini (pfiguti@anhembi.br) on 2018-10-04T19:16:49Z (GMT) No. of bitstreams: 1 Geraldo Coelho Lima Junior.pdf: 12870371 bytes, checksum: 6f5ca82eeceeb84a90f9a0a63819d609 (MD5) / Made available in DSpace on 2018-10-04T19:17:03Z (GMT). No. of bitstreams: 1 Geraldo Coelho Lima Junior.pdf: 12870371 bytes, checksum: 6f5ca82eeceeb84a90f9a0a63819d609 (MD5) Previous issue date: 2016-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The aim of this thesis is to determine whether it is possible to establish a method based on a project-oriented development in fashion design, which takes account of the cognitive processes of people with visual impairment (PcDV) This method should also both allow them to be trained as fashion designers, while at the same time, fostering the learning of students with sight, and enable them to carry out collective projects. With this in mind, an investigation was undertaken of the Curricular Guidelines for Design Courses in Brazil. This was based on an analysis of the curricular benchmarks for Bachelor Degrees in Fashion Design, which were drawn up in accordance with pre- established parameters. The purpose of this was to establish a framework and explore the feasibility of admitting students with visual impairment. There was found to be a gap with regard to the teaching methods employed when carrying out projects related to PcDV. In another area, the study conducted a review of the literature with regard to the inclusion of this group in higher education and the availability of suitable teaching materials. In addition, the ¨inclusive¨ Program and the Brazilian Law for the Inclusion of Handicapped People were examined with the aim of establishing the rights of this group with regard to higher education. Running in parallel with this, the investigation was extended to the Neurosciences and the cellular basis of brain function, which is involved in teaching- learning processes, and likely to lead to the development of Fashion Design projects for students with or without visual impairment. The application of an Experimental Protocol emerged from these studies, which was subdivided into modules. These provided guidance for the way the Project- Oriented Development Methodology was conducted and allowed an assessment to be conducted of three groups of people, the first comprising porPcDV and the others formed of students with sight, who are doing Fashion Design courses at the University of Anhembi Morumbi. Among the results that validate the proposed thesis, the following stand out: (1) evoking memories potentiate the assimilation and learning of contents by students both visually impaired or not; (2) somatosensory stimulation provide access to courseware by students that are visually impaired, while enlarge the interest of the students with no impairements about the taught contents; (3) personal repertoires, when associated to the method of projective development, potenciate the learning for the enhancement of the skills of students with and without visual impairment. / Essa tese apresenta como objetivo verificar a possibilidade de se estruturar um método voltado ao desenvolvimento projetual em design de moda que considere o processo cognitivo de pessoas com deficiência visual (PcDV), e propicie sua formação como designer de moda e, concomitantemente, venha a potencializar o aprendizado do estudante vidente e, sua capacitação para o desenvolvimento de projetos de coleção. Para tanto, empreendeu-se uma investigação às Diretrizes Curriculares do Curso de Design no Brasil, de modo a fundamentar uma análise das matrizes curriculares de Bacharelados em Design de Moda, selecionados segundo parâmetros pré-estabelecidos, com o propósito de verificar suas estruturas e a factibilidade de ingresso de estudantes com deficiência visual. Identificada a existência de lacuna, referente aos métodos de ensino destinados ao desenvolvimento de projetos junto a PcDV, em outro âmbito, investiu-se em uma revisão da literatura relativa à inclusão deste grupo no ensino superior, e a existência de material didático acessível. Ainda, estudou-se o Programa INCLUIR (BRASIL, 2005) e, a Lei Brasileira de Inclusão da Pessoa com Deficiência (BRASIL, 2015), com o intuito de localizar os direitos desse grupo referente à educação superior. Em concomitância, a investigação estendeu-se às Neurociências e as bases de funcionamento do cérebro, envolvidos nos processos de ensino-aprendizagem, passíveis de contribuir para o desenvolvimento de projetos em Design de Moda, por pessoas com ou sem deficiência visual. Desses estudos procedeu-se à aplicação de um Protocolo Experimental, subdividido em módulos, os quais orientaram a condução de uma Metodologia de Desenvolvimento Projetual e avaliação de três grupos de pessoas, o primeiro composto por PcDV e os demais formados por estudantes videntes que cursam Design de Moda, na Universidade Anhembi Morumbi. Dentre os resultados que validam a tese proposta, destacam-se: (1) a evocação de memórias potencializa a assimilação e o ...

Submitted by MARCELA RIBEIRO DA SILVA null (marcelaribeiroo@yahoo.com.br) on 2016-04-29T16:10:20Z No. of bitstreams: 1 Dissertação_Marcela Ribeiro da Silva_2016.pdf: 3407192 bytes, checksum: b018e541743e55e4fcf3ffbce5405e90 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-05-02T18:30:46Z (GMT) No. of bitstreams: 1 silva_mr_me_bauru.pdf: 3407192 bytes, checksum: b018e541743e55e4fcf3ffbce5405e90 (MD5) / Made available in DSpace on 2016-05-02T18:30:46Z (GMT). No. of bitstreams: 1 silva_mr_me_bauru.pdf: 3407192 bytes, checksum: b018e541743e55e4fcf3ffbce5405e90 (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / É crescente o número de alunos com deficiência visual presentes nas escolas regulares e, consequentemente nas aulas de Física. Para atender às necessidades específicas deste alunado, em consonância com as políticas nacionais, no estado de São Paulo é ofertado, de forma complementar ao ensino regular, o atendimento pedagógico especializado (APE), feito preferencialmente em salas de recursos. Em linhas gerais, os estudantes com deficiência visual matriculados no Ensino Médio devem frequentar a sala de recursos em um período diverso daquele em que frequentam a sala de aula regular. Destarte, o processo de ensino-aprendizagem de tais alunos deve ocorrer nos dois ambientes supracitados. Diante disto, o objetivo desta pesquisa foi entender como ocorre, nos ambientes escolares das salas de aula regular e de recursos, o processo de ensino-aprendizagem de Física de uma aluna cega congênita matriculada no Ensino Médio da rede estadual paulista de ensino. Esta pesquisa se pautou no referencial metodológico qualitativo e teve como participantes: uma aluna cega matriculada no 2º. ano do Ensino Médio e que frequenta a sala de recursos, sua professora de Física e a professora da sala de recursos. Foram feitas entrevistas semiestruturadas com os participantes e observações das aulas de Física e das atividades desenvolvidas na sala de recursos. Ademais, foi solicitado à professora deste último ambiente escolar que transcrevesse para o braille o enunciado em tinta de um exercício de Física. As transcrições das entrevistas foram analisadas à luz da análise de discurso de linha francesa, fundada por Michel Pêcheux, e que tem Eni Orlandi como principal precursora no Brasil. As observações foram tomadas como um referencial para compreensão do quadro contextual de onde emergiram os discursos. Os resultados indicam que o processo de ensino-aprendizagem da aluna tem se configurado de forma excludente, sendo demarcado pelos seguintes aspectos: ausência, nas aulas de Física, de estratégias e materiais didáticos acessíveis a alunos cegos e predominância do uso da linguagem de estrutura empírica audiovisual interdependente; inexistência de parcerias entre as docentes de Física e da sala de recursos; atendimento pedagógico especializado marcado menos por atividades complementares e mais pelo reforço escolar/atividades substitutivas ao ensino na sala de aula regular e; dificuldades/ausência de padrão concernentes à escrita em braille, tanto pela aluna quanto pela professora da sala de recursos, de equações e simbologias específicas da Física, que somadas à predominância, no contexto das aulas de Física, do uso da linguagem de estrutura empírica audiovisual interdependente têm desencadeado em dificuldades no processo de avaliação da aluna, principalmente no uso da prova escrita como instrumento de avaliação. Os resultados delineados não se restringem à situação estudada, pois a oferta e estruturação do atendimento pedagógico especializado em salas de recursos como apoio às atividades desenvolvidas na sala de aula regular é prevista pelas políticas públicas, de modo que no estado de São Paulo, alunos com deficiência visual matriculados no Ensino Médio e que frequentam a sala de recursos estão presentes em diversas escolas públicas. / Is increasing the number of students with visual impairment present in regular schools and, consequently in Physics classes. To attend the specific educational needs of these students, in consonance with national policies, in the state of São Paulo is offered, in a complementary form to regular education, the specialized pedagogical service, preferably done in resource rooms. Generally speaking, students with visual impairment enrolled in high school must be attend resource room in a different period from that in which attend regular classroom and, consequently the Physics classes. Thus, the teaching-learning process of these students must occur in both environments cited. Hence, the objective of this research was to understand how occurs, in school environments of regular classroom and resource room, the teaching-learning process of a congenital blind student enrolled in high school in the state of São Paulo. This research was based on the qualitative methodological framework and had as participants: a blind student enrolled in 2nd. year of high school and who attend resource room, her Physics teacher and the teacher of resource room. Semi-structured interviews with participants and observations of Physics classes and of activities developed in the resource room were conduced. Furthermore, was requested, for the teacher of resource room, a transcription in braille of an utterance, in ink, of a exercise of Physics. The transcripts of the interviews were analyzed using discourse analysis in the French perspective, founded by Michel Pêcheux, and which has Eni Orlandi as a main precursor in Brazil. Observations were taken as a reference for understanding the contextual framework where the discourses emerged. The results indicate that the teaching-learning process of the student has been exclusionary, being marked by the following aspects: absence, in Physics classes, of strategies and didactic material accessible to blind students and predominant use of interdependent audio-visual empirical structure language; absence of partnerships between the high school Physics teacher and the teacher of resource room; specialized pedagogical service marked less by complementary activities and more for school tutoring/substitute activities to education in the regular classroom and; difficulties/absence of a standard concerning written in braille, both the student and by the teacher resource room, of equations and specific symbols of Physics, which added to the predominance, in the context of the Physics classes, of the use of interdependent audio-visual empirical structure language have triggered difficulties in the student assessment process, especially in the use of the written test as an assessment instrument. The results outlined is not restricted to the studied situation because the offer and structuration of the specialized pedagogical service in resource rooms to support the activities developed in the regular classroom is provided by public policies, so that in the state of São Paulo, visually impaired students enrolled in high school and who attend resource room are present in many public schools.