Reading is one of the most important activities in most people’s life. For children, reading is a window to knowledge, good educational achievement and better job opportunities in the future. Thus reading fluency is a very important factor in the child’s education. Children and young adults with low vision usually use a close working distance to gain relative distance magnification. Unlike adults, they have active accommodation. Many studies, however, have shown that children and young adults with low vision have reduced accommodation response compared to the norms of their age. Reading additions (high plus lenses) can correct for this reduction in accommodation and may be an optimum method of prescribing magnification in younger adults with low vision. There have been no studies to verify the best method of prescribing reading additions in young adults with low vision and few studies of their effect on reading performance. This is the first study to compare different methods to determine reading additions and their effect on reading performance in young adults with low vision. The aims of the present study are 1) to investigate if three different methods to determine reading additions would lead to significantly different dioptric powers 2) to determine which method (if any) would lead to better reading performance. Reading performance was assessed by measuring the maximum reading speed, critical print size (CPS), print size threshold and the area under the reading speed curve. This was an experimental study involving thirty participants with low vision aged between 8 to 35 years. Participants were recruited from the Low Vision Clinic at the School of Optometry, University of Waterloo, Canadian National Institute for the Blind (CNIB) and the Vision Institute of Canada. All participants underwent a routine clinical examination including distance visual acuity, near visual acuity, Pelli-Robson contrast sensitivity, unilateral cover test, static retinoscopy, subjective refraction and measurement of the habitual reading distance. A questionnaire was used to determine their usage of any low vision aids, their perceived difficulty with reading and time spent reading. Reading additions were determined by 1) an objective method using Nott dynamic retinoscopy 2) an age-based formula 3) a subjective method based on the participant’s response to lenses. Reading tasks and dynamic retinoscopy were conducted at a fixed working distance of 12.5cm. Reading performance was assessed using MNREAD-style reading charts with each of the reading additions and without a reading addition, in a random order. Sentences were arranged in way that no sentence was repeated by the same participant. Participants were timed with a stop watch in order to calculate the reading speed in correct words per minute (CWPM). Reading speeds were plotted against print size to calculate the maximum reading speed, the critical print size, MNREAD threshold and the area under the reading speed curve. The participant’s mean age was 16 (± 6) years. There were equal number of males and females. The mean distance visual acuity of the tested eye ranged from 0.357 to 1.184 logMAR with a mean of 0.797 ± 0.220 logMAR. The near visual acuity ranged between 0.301 to 1.301 logMAR with a mean of 0.80 ± 0.26 logMAR. There were six participants who already had a reading addition. Maximum reading speed ranged between 52 to 257 wpm (165 ± 61 wpm). Critical print size ranged between 0.325 to 1.403 logMAR (0.965 ± 0.279 logMAR). Repeated measures ANOVA on the whole group showed that there was a significant difference between the reading additions (p=0.001). The retinoscopy reading addition power was significantly lower than the age add (p=0.002) and the subjective add (p=0.038). Repeated measures ANOVA did not show any improvement of any of the reading measures with the reading additions compared to without the reading addition. A re-analysis was undertaken excluding participants who had normal accommodation at 12.5cm. The results of repeated measures ANOVA showed that there was no significant difference in the dioptric powers obtained by the three methods, although, all reading addition power were significantly greater than zero (t-test <0.0005). There was a significant difference in the area under the reading speed curve (p=0.035), which was greater with the subjective addition than with no reading addition (p=0.048). The MNREAD threshold significantly improved with the age addition compared to no addition (p=0.012). There was a large variability between the participants in their response to a reading addition. Analysis of individual data showed that some participants showed a clear improvement in reading performance with a reading addition. Other participants did not demonstrate any obvious improvement in reading performance with reading additions. Of those participants who showed an improvement, all but one participant had abnormal accommodation. However, not all participants who did not show an improvement had normal accommodation. Univariate analysis and forward step-wise linear regression analysis were used to investigate if any improvement in reading performance and the habitual reading performance without a reading addition could be predicted by factors that were measured in the study. These factors included distance visual acuity, near visual acuity, contrast sensitivity, lag of accommodation, age, time spent on reading each day, perceived difficulty of reading regular print and whether or not the participant received training for the usage of his/her low vision aids. Improvement in reading performance could not be predicted by any of these factors. Habitual reading performance without a reading addition was correlated with some factors. Univariate analysis showed that critical print size was associated with MNREAD threshold (r=0.904. p<0.0005), distance visual acuity (r=0.681, p<0.0005) and contrast sensitivity (r=-0.428, p=0.018) and MNREAD threshold without an addition was associated with the contrast sensitivity (r=-0.431, p=0.017,) and distance visual acuity (r=0.728, p<0.0005). Difficulty of reading correlated with near visual acuity (Spearman correlation coefficient=0.620, p=0.0009), MNREAD threshold (Spearman correlation coefficient=0.450, p=0.02) and maximum reading speed (Spearman correlation coefficient=-0.472, p=0.014). Time spent on reading each day correlated with the area under the reading speed curve (Spearman correlation coefficient=0.659, p=0.0024). The multiple regression analysis showed that MNREAD threshold was best predicted by distance visual acuity (R=0.728, p <0.0005), critical print size could be predicted by distance visual acuity (R=0.681, p <0.0005) and age (R=0.748, p=0.022) and the power of the subjective addition could be predicted by age (R=0.583, p=0.001) and near visual acuity (R=0.680, p=0.028). There was evidence that a reading addition improved reading performance as measured by the area under the curve and MNREAD (reading acuity) thresholds, but this was not predicted by any visual factor, except that all those who gained improvement had poor accommodation. Therefore, it is recommended that an eye care practitioner should demonstrate a reading addition in a low vision assessment of children and young adults, particularly with patients who have reduced accommodation.

Made available in DSpace on 2014-12-17T14:52:42Z (GMT). No. of bitstreams: 1 ZulmarJSJ.pdf: 2625494 bytes, checksum: efe5dbffc3b1f43f1694c44cdaf3d6a2 (MD5) Previous issue date: 2009-01-13 / This study aims to propose a computing device mechanism which is capable to permit a tactile communication between individuals with visual impairment (blindness or low vision) through the Internet or through a local area network (LAN - Local Network Address). The work was developed under the research projects that currently are realized in the LAI (Laboratory of Integrated Accessibility) of the Federal University of Rio Grande do Norte. This way, the research was done in order to involve a prototype capable to recognize geometries by students considered blind from the Institute of Education and Rehabilitation of Blind of Rio Grande do Norte (IERC-RN), located in Alecrim neighborhood, Natal/RN. Besides this research, another prototype was developed to test the communication via a local network and Internet. To analyze the data, a qualitative and quantitative approach was used through simple statistical techniques, such as percentages and averages, to support subjective interpretations. The results offer an analysis of the extent to which the implementation can contribute to the socialization and learning of the visually impaired. Finally, some recommendations are suggested for the development of future researches in order to facilitate the proposed mechanism. / O presente trabalho teve como objetivo propor um dispositivo computacional capaz de permitir a comunica??o t?til entre indiv?duos com defici?ncia visual (cegueira ou baixa vis?o) atrav?s da Internet ou de uma rede local (LAN Local Adress Network). O trabalho foi desenvolvido no ?mbito dos projetos de pesquisas que atualmente s?o realizados no LAI (Laborat?rio de Acessibilidade Integrada) da Universidade Federal do Rio Grande do Norte. Assim, realizou-se uma pesquisa, envolvendo um determinado prot?tipo capaz de reconhecer geometrias, com alunos considerados cegos legais, do Instituto de Educa??o e Reabilita??o de Cegos do Rio Grande do Norte (IERC-RN), localizado no bairro do Alecrim, cidade de Natal. Paralelamente, foi desenvolvido outro prot?tipo, testando a comunica??o via rede local e Internet. Para analisar os dados, utilizou-se a abordagem qualitativa e quantitativa, por meio de t?cnicas estat?sticas simples, como percentuais e m?dias, para apoiar interpreta??es subjetivas. Os resultados oferecem uma an?lise de at? que ponto a aplica??o pode contribuir para a socializa??o e aprendizado dos deficientes visuais, e por fim, s?o sugeridas algumas recomenda??es em termos de desenvolvimento de pesquisas futuras no intuito de viabilizar o dispositivo proposto.

Submitted by ANTONIO DA SILVA MENDONÇA null (tonymendoncinha@hotmail.com) on 2016-01-22T03:29:34Z No. of bitstreams: 1 Dissertação de Mestrado_Antonio da Silva Mendonça.pdf: 2601605 bytes, checksum: 562d719c1ce663f9c2b34cf6b05642aa (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-01-25T15:20:03Z (GMT) No. of bitstreams: 1 mendonça_as_me_prud_par.pdf: 1006886 bytes, checksum: d88f93543cb3408b57b645b74eb6920f (MD5) / Made available in DSpace on 2016-01-25T15:20:03Z (GMT). No. of bitstreams: 1 mendonça_as_me_prud_par.pdf: 1006886 bytes, checksum: d88f93543cb3408b57b645b74eb6920f (MD5) Previous issue date: 2015-12-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Cada vez mais professores do Ensino Médio se deparam com desafios em sua rotina de como de ensinar Física para pessoas com deficiência visual. O processo de inclusão vem crescendo, mas não tem sido acompanhado pela devida formação desses profissionais, que na maioria das vezes, não sabem como lidar e desenvolver atividades diversificadas que, de fato, incluam esse público no ambiente escolar. A inclusão é uma tarefa complexa que vai muito além de manter alunos cegos ou com baixa visão nas salas regulares convivendo com os demais alunos. Segundo alguns referenciais é possível ensinar Física a alunos deficientes visuais, desde que algumas precauções sejam tomadas, como o uso de adaptações em equipamentos que levem o aluno deficiente a construir significado daquilo que está sendo estudado através de outros sentidos como, por exemplo, o tato. O desenvolvimento de metodologias alternativas para o ensino de alunos cegos ou com baixa visão é muito importante para a melhoria da qualidade do ensino oferecido. Sendo assim, este estudo visa através de entrevistas intermediadas por questionários inicial e final, saber o que alunos com deficiência visual pensam e avaliam dos materiais (maquetes) construída com materiais de fácil acesso para trabalharem as Leis de Kepler. Nesse sentido, o objetivo desta Dissertação de Mestrado está relacionado à avaliação que os alunos com deficiência visual podem fazer dos materiais construídos, saber deles se os materiais são perceptivos, se são acessíveis tatilmente, se as dimensões são adequadas e se os conceitos podem ser construídos com auxílio da maquete. / More and more high school teachers are faced with challenges in their routine on physics teaching to people with visual impairment. The inclusion process is growing, but has not been accompanied by proper formation of these professionals who most often do not know how to handle and develop diversified activities that, in fact, include this public in the school environment. Inclusion is a complex task that goes far beyond keeping blind or low vision students in regular rooms in getting along with other students. According to some references it is possible to teach Physics to visually impaired students, as long as certain precautions are taken, such as using adaptations in equipment that take the visually impaired student to construct meaning of what is being studied by other senses, for example, the tact. In this sense, the development of alternative methodologies for teaching blind students and low vision is very important for improving the quality of education offered. Thus, this study aims through interviews carried out through initial and final questionnaires, know what students with visual impairment think and evaluate about the materials (models) built with easily and accessible materials to work Kepler's Laws. In this sense, the objective of this Master's Dissertation is related to the assessment that students with visual impairments can make about the materials built, know them if the materials are perceptive, if they are accessible tactually, if the dimensions are adequate and if the concepts can be constructed with model’s help.

Esta dissertação tem como intenção desenvolver uma proposta metodológica de adaptação e desenvolvimento de Objetos de Aprendizagem Acessíveis. Essa proposta metodológica define passo a passo o desenvolvimento do OA Acessível, seguindo o desenvolvimento de software orientado a objetos numa perspectiva inclusiva. Após a criação dessa proposta metodológica, foram feitas validações do OAA com sujeitos cegos e com limitação visual. No decorrer do texto, apresentamos as etapas de desenvolvimento do OA acessível, assim como as considerações finais do trabalho. / This methodological proposal defines step by step the development of an Accessible LO following the development of object oriented software in an inclusive perspective. After the creation of this methodological proposal, were made validations of the Accessible LO with blind subjects and with visual impairment. Throughout the text we present the development stages of the Accessible LO as well as the final considerations of the work.

A presente pesquisa teve por objetivo compreender de que forma o Atendimento Educacional Especializado/Sala de Integração e Recursos Visual colabora no processo de escolarização das pessoas com deficiência visual. A análise privilegiou os possíveis elos existentes entre o atendimento educacional especializado com o ensino regular. As questões que instigaram a autoria do presente estudo foram as seguintes: como realizar tarefas para alunos com deficiência visual num currículo que valora a escrita em detrimento de outras formas de aprendizagens? Como vem sendo realizado o trabalho da Sala de Integração e Recursos – SIR Visual, no contexto da Rede Municipal de Ensino de Porto Alegre? A pesquisa empírica ocorreu em uma escola da Rede Municipal de Ensino de Porto Alegre, a qual tem priorizado às políticas de inclusão escolar referentes ao Atendimento Educacional Especializado, considerando a forma que este serviço foi sendo realizado ao longo dos anos, identificando aspectos a partir das reflexões do pensamento sistêmico de Gregory Bateson e da teoria histórico-cultural de Lev Vigotsky. A pesquisa optou pela abordagem qualitativa, utilizando os seguintes instrumentos metodológicos: entrevista semiestruturada, observação participante e o diário de campo. A análise dos dados constatou a importância do atendimento educacional especializado, mais especificamente a Sala de Integração e Recursos – Visual no processo de inclusão escolar dos alunos com deficiência visual, orientando, supervisionando e possibilitando um trabalho adequado às necessidades de pais, alunos e, principalmente, ao professor da sala de aula regular. Também ficou evidenciada a dificuldade de interlocução entre os professores coordenadores da Sala de Integração e Recursos com os professores da sala de aula regular. / This research aimed to understand how the Educational Service Specialist / Integration Room and Visual Resources collaborates in the schooling process of visually impaired people. The analysis favored potential existing links between specialized education with mainstream education. The issues that prompted the authors of this study were: how to perform tasks for students with visual impairment in a curriculum that values the writing over other forms of learning? As has been done the work of the Integration and Resource Room - SIR Visual, within the Municipal School of Porto Alegre? The empirical research took place in a school of the Municipal System of Porto Alegre Education, which has prioritized the school inclusion policies for the Educational Service Specialist, considering the way that this service was being held over the years, identifying aspects from reflections of systems thinking of Gregory Bateson and cultural-historical theory of Lev Vygotsky. The research opted for a qualitative approach using the following methodological tools: semi-structured interviews, participant observation and the field diary. Data analysis found the importance of specialized educational services, specifically the Integration and Resource Room - Visual in the process of school inclusion of students with visual impairment, guiding, supervising and providing an adequate job to the needs of parents, students, and especially , the teacher of the regular classroom. It was also demonstrated the difficulty of communication between the coordinating teachers of the Integration and Resource Room with teachers from the regular classroom.

Background: Worldwide one in twelve people are living with diabetes and one in two people do not know they have diabetes. Currently large numbers of the older people live in residential care homes in the UK, and up to one in four older people living in residential care homes present with diabetes. Low vision is one of the complications associated with diabetes in older people. In those aged 75 and over, one in five, and in those aged over 90, one in two people are affected by low vision and they are at an increased risk of developing other eye diseases. Within 20 years of diagnosis nearly all people with Type 1 and almost two thirds of people with Type 2 diabetes (60%) have some degree of diabetic retinopathy. Aims and Objectives: This study aimed to investigate the issues and problems faced by older people living in residential care homes with low vision and diabetes; to evaluate health professionals’ knowledge and understanding of the impact of low vision associated with diabetes in older people living in residential care homes; and to develop an educational toolkit which aimed to educate health care assistants about low vision and diabetes. Methods: This study is an exploratory investigation of older people living in residential care homes with low vision and diabetes. Adopting an open-ended qualitative approach using focus groups, interviews and a health professional’s survey, 116 participants were involved. These included GPs, ophthalmologists, nurses, optometrists, health care assistants and older people with low vision and diabetes. The data was analysed thematically. The educational toolkit was developed in the second part of this study, and 20 healthcare assistants were trained using this toolkit. Their knowledge was tested before the training, immediately after the training and one month after the initial training. Following Kirkpatrick’s model, the skills and practical use of the educational toolkit was assessed using an open-ended qualitative approach. Results: The results found that many older people and the health care assistants had the perception that low vision was a normal ageing process and could not be rectified. The study found that there was evidence to suggest that eye health was not considered to be a priority; instead, it was considered to be a natural part of the ageing process. The results found that 82% of the HCAs had not had any training in the area, and more than half of the nurses and GPs did not have sufficient knowledge of low vision and diabetes. After training, however, their knowledge was increased. This suggested that low vision and diabetes toolkit training could be used to educate healthcare assistants on a regular basis. The study also found that knowledge does decline over time, and therefore regular training for HCAs is required in order to maintain eye health and diabetes in older people, as well as improving their quality of life. Conclusion: In the research findings it was found that 50% to 70% of low vision was preventable or treatable if detected in its early stages and could be avoided by simply wearing appropriate spectacles, or possible surgery. However, in order to identify these 50% to 70% with low vision, everyone concerned should be able to recognise the signs and symptoms of preventable low vision, particularly health care assistants, as according to this study, health care assistants spent large amount of time in the residential care homes compared to the other health professionals.

Submitted by Claudia Pimenta (claudia.machado@ifmg.edu.br) on 2018-01-04T19:56:26Z No. of bitstreams: 1 TESE_COMPLETA_Cláudia M F Machado Pimenta.pdf: 3526496 bytes, checksum: 7af8c0d53e1efc5fe3ab409d440c897d (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-01-08T14:46:33Z (GMT) No. of bitstreams: 1 TESE_COMPLETA_Cláudia M F Machado Pimenta.pdf: 3526496 bytes, checksum: 7af8c0d53e1efc5fe3ab409d440c897d (MD5) / Made available in DSpace on 2018-01-08T14:46:33Z (GMT). No. of bitstreams: 1 TESE_COMPLETA_Cláudia M F Machado Pimenta.pdf: 3526496 bytes, checksum: 7af8c0d53e1efc5fe3ab409d440c897d (MD5) / Este trabalho de tese traz como objeto de estudo o acesso e a permanência de estudantes com deficiência visual em uma Instituição de Educação Superior (IES) e tem, como objetivo geral analisar as condições de acesso e de permanência de estudantes com deficiência visual na Educação Superior, a partir da percepção desses estudantes. As questões que permeiam a problemática da investigação são: Como tem se caracterizado o acesso e a permanência de estudantes com deficiência visual nas IES brasileiras? Que fatores vêm interferindo nesse processo? A busca de resposta para essas questões que tratam da inclusão educacional na Educação Superior deu voz aos estudantes, em continuidade da atuação profissional da pesquisadora e culminou neste trabalho de tese. A opção metodológica foi pela pesquisa qualitativa, do tipo estudo de caso, em função da contemporaneidade do tema e por entender que o mergulho profundo e exaustivo proposto por este tipo de metodologia pode ampliar a compreensão da pesquisadora sobre as reais privações, características e concepções dos estudantes com deficiência visual quanto ao seu acesso e permanência na Educação Superior. Os instrumentos de coleta dos dados foram entrevistas semiestruturadas com estudantes com deficiência visual, formulário de caracterização da instituição investigada, roteiro para observações indiretas e registros fotográficos com imagens tiradas pelos estudantes com deficiência e pela pesquisadora. Este trabalho de tese teve, como lócus pesquisado, um Instituto Federal de Educação, Ciência e Tecnologia do Estado de Minas Gerais e como sujeitos do estudo, os principais atores deste processo, que são os estudantes com deficiência visual. Foi possível averiguar a existência de algumas ações e práticas docentes de forma tímida e isolada que vêm possibilitando a permanência destes estudantes na instituição. No entanto, foi constatada ausência de acessibilidade em prédios da IES, o que pode ser compreendido como descumprimento da legislação e reflexo da falta de prioridade institucional para a inclusão desses estudantes, em relação às ações e práticas necessárias para o seu pleno desenvolvimento e em relação à formação acadêmica deste público. A pesquisa revelou a urgência de maior eficácia e efetividade das ações preconizadas pelas políticas públicas existentes, no sentido de torná-las mais consistentes e estruturantes de ações e de práticas, coerentes e convergentes com as demandas da sociedade contemporânea e com os princípios da educação inclusiva, em direção a uma redescoberta do papel social das instituições educacionais. / ABSTRACT This thesis aims to study the access and permanence of students with visual impairment in a Higher Education Institution (HEI) and has as general goal to analyze the conditions of access and permanence of students with visual impairment in Higher Education, based on the perception of these students. The questions that permeate the research problem are: How has the access and permanence of students with visual impairment been characterized in Brazilian HEIs? Which factors have interfered in this process? The search for answers for these questions regarding to educational inclusion at Higher Education that give voice to these students in continuity of the researcher's professional activity, and culminated in this work of thesis. The methodological option was qualitative research, a study case type, in function of the contemporaneousness of the theme and for understanding that the deep and exhaustive diving proposed by this type of methodology can broaden the researcher's understanding of the real deprivations, characteristics and conceptions of the students with visual impairment regarding their access and stay in Higher Education. Data collection instruments were semi-structured interviews with students with visual impairment, characterization form of the investigated institution, script for indirect observations, and photographic records with images taken by students with disabilities and by the researcher. This work of thesis had, as researched locus, a Federal Institute of Education, Science and Technology of the state of Minas Gerais - Brazil and also as subjects of the study, the main actors of this process, which are students with visual impairment. It was possible to verify the existence of some actions and teaching practices in a timid and isolated way that have made possible the permanence of these students in the institution. However, it was also verified the absence of accessibility in buildings of the HEI, which can be perceived as understood as non-compliance with the legislation and lack of priority towards these students, regarding to the actions and practices necessary for the full development and in relations to academic formation of this public. The research revealed the urgency of greater efficiency and effectiveness of actions advocated by the existing public policies in order to become actions and practices more consistent and structuring, coherent and convergent with the demands of contemporary society and with the principles of inclusive education, towards a rediscovery of the social role of educational institutions.

A presente pesquisa teve por objetivo compreender de que forma o Atendimento Educacional Especializado/Sala de Integração e Recursos Visual colabora no processo de escolarização das pessoas com deficiência visual. A análise privilegiou os possíveis elos existentes entre o atendimento educacional especializado com o ensino regular. As questões que instigaram a autoria do presente estudo foram as seguintes: como realizar tarefas para alunos com deficiência visual num currículo que valora a escrita em detrimento de outras formas de aprendizagens? Como vem sendo realizado o trabalho da Sala de Integração e Recursos – SIR Visual, no contexto da Rede Municipal de Ensino de Porto Alegre? A pesquisa empírica ocorreu em uma escola da Rede Municipal de Ensino de Porto Alegre, a qual tem priorizado às políticas de inclusão escolar referentes ao Atendimento Educacional Especializado, considerando a forma que este serviço foi sendo realizado ao longo dos anos, identificando aspectos a partir das reflexões do pensamento sistêmico de Gregory Bateson e da teoria histórico-cultural de Lev Vigotsky. A pesquisa optou pela abordagem qualitativa, utilizando os seguintes instrumentos metodológicos: entrevista semiestruturada, observação participante e o diário de campo. A análise dos dados constatou a importância do atendimento educacional especializado, mais especificamente a Sala de Integração e Recursos – Visual no processo de inclusão escolar dos alunos com deficiência visual, orientando, supervisionando e possibilitando um trabalho adequado às necessidades de pais, alunos e, principalmente, ao professor da sala de aula regular. Também ficou evidenciada a dificuldade de interlocução entre os professores coordenadores da Sala de Integração e Recursos com os professores da sala de aula regular. / This research aimed to understand how the Educational Service Specialist / Integration Room and Visual Resources collaborates in the schooling process of visually impaired people. The analysis favored potential existing links between specialized education with mainstream education. The issues that prompted the authors of this study were: how to perform tasks for students with visual impairment in a curriculum that values the writing over other forms of learning? As has been done the work of the Integration and Resource Room - SIR Visual, within the Municipal School of Porto Alegre? The empirical research took place in a school of the Municipal System of Porto Alegre Education, which has prioritized the school inclusion policies for the Educational Service Specialist, considering the way that this service was being held over the years, identifying aspects from reflections of systems thinking of Gregory Bateson and cultural-historical theory of Lev Vygotsky. The research opted for a qualitative approach using the following methodological tools: semi-structured interviews, participant observation and the field diary. Data analysis found the importance of specialized educational services, specifically the Integration and Resource Room - Visual in the process of school inclusion of students with visual impairment, guiding, supervising and providing an adequate job to the needs of parents, students, and especially , the teacher of the regular classroom. It was also demonstrated the difficulty of communication between the coordinating teachers of the Integration and Resource Room with teachers from the regular classroom.

Behavior management is arguably the cornerstone of good teaching and this is particularly so in traditional educational school settings. In Thailand, the most common strategy for managing problem behavior is the use of the Ministry of Education's Code of Conduct for all children. However, reactive strategies produce negative side effects in terms of student prognosis, inclusion, and also teacher stress. There is currently no data regarding the types of problem behaviors experienced by teachers working in special residential schools for students with visual impairments. Therefore, the goals of this thesis are to examine teacher perceptions regarding the types of problems they typically encounter and the behavior management practices they use in their classrooms. Thai teachers working in these special residential schools completed a 61-item questionnaire rating the extent to which they agreed or disagreed that problem behaviors were observed and the extent to which they found specific behavior management practices effective. Results suggested Thai teachers occasionally experienced problem behaviors related to distractibility and stereotypy, which can interfere with instructional activities and learning. However, the teachers infrequently encountered more serious behaviors such as aggression or self-injury. Teachers also reported using more proactive instructional approaches and positive disciplinary practices to keep students engaged in instruction as opposed to more punitive management practices, like reprimands or office referrals. Results are discussed in the context of behavior management practices across traditional and self-contained educational settings, and a focus on transition practices to facilitate including more Thai students with visual impairments into traditional educational settings with their non-disabled peers.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2015-01-05T16:47:47Z No. of bitstreams: 1 Tese Versão final ABNT 21-02-2014.pdf: 1161132 bytes, checksum: 1d2a9eea062c24d1ac42a6c45e2ddfdf (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-01-27T19:45:43Z (GMT) No. of bitstreams: 1 Tese Versão final ABNT 21-02-2014.pdf: 1161132 bytes, checksum: 1d2a9eea062c24d1ac42a6c45e2ddfdf (MD5) / Made available in DSpace on 2015-01-27T19:45:43Z (GMT). No. of bitstreams: 1 Tese Versão final ABNT 21-02-2014.pdf: 1161132 bytes, checksum: 1d2a9eea062c24d1ac42a6c45e2ddfdf (MD5) / CAPES / A música tem fundamental importância no desenvolvimento intelectual, cultural e social do ser humano, contribuindo para a inserção de educandos com deficiência visual na sala de aula. Esta pesquisa trata da acessibilidade na educação musical para pessoas com deficiência visual no contexto do ensino regular. Fundamentei este estudo nos principais teóricos da inclusão como, Diniz e Sassaki, que defendem a ideia de uma sociedade que permita a participação satisfatória das pessoas com deficiência; Masini, que ressalta a importância da percepção da pessoa com deficiência visual envolvendo outros sentidos que não o da visão. Para entender a metodologia das práticas musicais consultei teóricos da educação musical no Brasil, entre esses Swanwick, e Hemsy de Gainza que postulam a ideia de uma musicalização centrada nos aspectos da singularidade humana obedecendo às etapas do desenvolvimento cognitivo, social e cultural do individuo. Incluí também a legislação especifica na área da educação inclusiva que entendo como relevante para fundamentar os princípios que regem a conduta que possibilite a acessibilidade satisfatória do educando com deficiência. O objetivo desta pesquisa foi analisar o processo de ensino da música para alunos com deficiência visual; identificar procedimentos de acessibilidade que poderão melhor contribuir para a prática da educação musical para esses educandos, incluindo os possíveis recursos didáticos pedagógicos que estejam sendo utilizados em sala de aula, para entender como a educação musical está sendo ensinada às pessoas com deficiência visual. Para tanto, situei esta pesquisa numa abordagem de estudo de caso do tipo qualitativo, realizada em seis escolas de Salvador, públicas e particulares em que existiam, no mesmo espaço, o professor de música e o aluno com deficiência visual. Realizei entrevistas com educadores musicais, que atuam nessas instituições, e também com aluno com limitação visual. Como resultado, constatei que a educação Inclusiva não tem encontrado um espaço amplo nas práticas escolares e que o número de escolas regulares preparadas para incluir, de fato, os educandos deficientes visuais na aula de música, é muito restrito, sobretudo na utilização de recursos adaptados, que visem o desenvolvimento de novos critérios metodológicos para o seu aprendizado, A identificação e interpretação dos dados investigados podem proporcionar uma melhor discussão e reflexão quanto à acessibilidade da educação musical com o entendimento de que não somente são importantes as técnicas e os procedimentos em sala de aula, mas toda a investigação das necessidades específicas dos alunos com deficiência visual. / ABSTRACT The music is of fundamental importance in the intellectual, cultural and social development of human beings, contributing to the inclusion of students with visual impairments in the classroom. This research deals with accessibility in music education for people with visual impairments in the context of regular education. Fundamentei this study in the major theorists such as inclusion, and Sassaki Diniz , who defend the idea of a society that permits satisfactory participation of people with disabilities; Masini, which underscores the importance of the perception of people with visual impairments involving senses other than the vision. To understand the methodology of musical practices consulted theorists of music education in Brazil between these Swanwick, and Hemsy of Gainza that posit the idea of ​​a musicalizacion focused on aspects of human uniqueness by following the steps of the cognitive , social and cultural development of the individual. Includes legislation also specifies the area of inclusive education which I understand as relevant to support the principles that govern the conduct that enables the satisfactory accessibility of student with disabilities The purpose of this study was to analyze the process of teaching music to students with visual impairment, identify accessibility procedures that can best contribute to the practice of music education for these students , including the possible pedagogical teaching resources that are being used in the classroom to understand how music education is being taught people with visual impairments. To this end, this research was conducted by case study of the qualitative approach, carried out in six schools in Salvador, public and private that had, in the same space, the music teacher and the student with visual impairments. Conducted interviews with music educators, who work in these institutions, as well as with students with visual impairment. As a result, found that Inclusive education has not found ample space in school practices and that the number of regular schools prepared to include, in fact, the visually impaired students in music class, is very limited, especially in the use of resources adapted , aimed at the development of new methodological criteria for learning, identification and interpretation of the investigated data can provide a better discussion and reflection about the accessibility of music education with the understanding that not only are important techniques and procedures in the classroom classroom, but the investigation of the specific needs of students with visual impairments