Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1981. / Source: Masters Abstracts International, Volume: 45-06, page: 2803.

Delay in language development can be the result of failure of a child to use language for purposes of communication. The notion that productive control of language can be considered separately from competence in language emerges as an important investigative concept. A non-verbal blind child whose delay in language was accompanied by indications that language was comprehended is the subject of this study. Demonstration of language acquisition and comprehension of both structural (syntactic) forms and understanding of meaning was achieved by a transformational analysis of spontaneous utterances, sentence completions, word associations, and the Brown and Berko Usage Test. The investigation of the language usage of the subject is considered in terms of social usage and the acquisition of public and private symbol systems. Three major premises emerge from the study: 1. Language may be acquired and competence attained while productive control remains undeveloped. 2. The structural forms employed provide an accurate reflection of deviance in language and speech development. 3. The question of reference to the external world is crucial to the development of language for social communication. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 107-115).

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 46-47.

Thesis (Ph. D.)--University of California, San Diego, 2001. / Vita. Includes bibliographical references (leaves 126-137).

Orientador: Roberto Alcarria do Nascimento / Banca: Cassia Leticia Carrara Domiciano / Banca: Fatima Ines Wolf de Oliveira / Resumo: O brinquedo é um objeto lúdico que a criança utiliza durante boa parte da sua infância, proporcionando-lhe um desenvolvimento por meio de desafios e descobertas, representando, portanto, um elo importantíssimo entre a criança e o aprendizado. O designer tem um papel fundamental quando projeta um brinquedo. Ele deve ter a consciência de que desenvolve uma ferramenta de auxilio na formação de uma mentalidade dinâmica e criativa, além de construir um artefato que transmita prazer, alegria e satisfação. Entretanto, quando a criança não enxerga o produto, torna-se complexa a maneira de compreender como se projetar um brinquedo para este tipo de usuário. É nesta questão que se atem este trabalho, que visa relacionar três pontos: o design de brinquedos e a deficiência visual; com o intuito de apontar características que sejam fundamentais na elaboração de um projeto de brinquedos para crianças não videntes. Desta forma, espera-se que esta pesquisa sirva como parâmetro para futuros projetos de brinquedos / Abstract: Toy is a playful object that the child uses during a big part of the childhood, providing the child a growth through challanges and discoreries, representing a very important link between the child and learning. The designer has an important role when designing a toy. He must be aware that the develops a helping tool in the formation of a creative and dynamic mentality and besides creating an article that shows pleasure, happiness and satisfaction. However, when the child cannot see the product, the way of understanding how to design a toy for this kind of user becomes complex. That is the thing this jobs is focused on, the aim to relate three points: the universal design, toys design, and sight deficiency in order to help show characteristics that are basic to elaborate of toys project to kids that cannot see. By doing this we hope that this research can be helpful as exemple to future toys projects / Mestre

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Esta dissertaÃÃo à fruto de um trabalho conjunto de dois pesquisadores pertencentes ao mesmo grupo de pesquisa em adaptaÃÃes na matemÃtica: um com formaÃÃo em MatemÃtica, e a outra com especializaÃÃo em psicopedagogia e graduaÃÃo em Letras. Ambos os pesquisadores acompanharam duas crianÃas cegas durante o perÃodo de um ano, entre marÃo de 2016 e marÃo de 2017, tendo como motivaÃÃo inicial analisar as soluÃÃes de algumas questÃes de matemÃtica, com gravuras, de exames de seleÃÃo do ColÃgio Militar de Fortaleza (CMF). Justifica-se a escolha do exame do CMF pelo fato do grau de dificuldade das questÃes, usadas como parÃmetro pelos pesquisadores com fins distintos do estudo aqui abordado. O docente de matemÃtica atua no tocante à anÃlise da soluÃÃo de problemas propostos. A pesquisadora investiga as formas como as crianÃas cegas realizam a leitura e a interpretaÃÃo, com adaptaÃÃo das figuras /imagens das questÃes para o Braille, observando se a comunicaÃÃo està sendo ativa. Por sua vez, visando uma aprendizagem de conteÃdos de maneira mais objetiva, os assuntos figuras geomÃtricas planas, medidas de comprimento, de superfÃcie e de volume sÃo observados, diante de textos que englobam contextos matemÃticos. Com efeito, sÃo conteÃdos que as crianÃas estudam no ano letivo na escola onde estÃo incluÃdas. Ao docente da escola regular foi solicitada a elaboraÃÃo de questÃes para realizaÃÃo de teste de aprendizagem, pois se estÃo incluÃdas as crianÃas, tÃm direitos e deveres, enquanto discentes, idÃnticos aos demais. Por conseguinte, como objetivo geral, a pesquisa visou analisar as dificuldades encontradas por discentes cegos, na disciplina de MatemÃtica, no sexto ano do ensino fundamental, incluÃdos em uma escola regular, em relaÃÃo à leitura e interpretaÃÃo de situaÃÃes problemas, trata, portanto, do Ãngulo de visÃo (da observaÃÃo) da pesquisadora com formaÃÃo em Letras. Utiliza, como metodologia, o mÃtodo Van Hiele (1985) adaptado por BrandÃo (2010) e aperfeiÃoado por Lira e BrandÃo (2013). Uma das principais conclusÃes desta pesquisa està no fato de mostras que uma das dificuldades em resolver problemas que envolvem figuras geomÃtricas està na forma como o enunciado das questÃes à elaborado, ficando muito atrelado Ãs figuras ou desenhos. / This dissertation is the result of a joint work of two researchers belonging to the same research group in adaptations in mathematics: one with a degree in Mathematics, and the other with a specialization in psychopedagogy and graduation in Literature. Both researchers followed two blind children during a period of one year, between March 2016 and March 2017, with the initial motivation to analyze the solutions of some Mathematical Matters, with engravings, of the Military College of Fortaleza (CMF) ). It is justified the choice of the CMF exam because of the degree of difficulty of the questions, used as a parameter by the researchers for purposes other than the study discussed here. The mathematics teacher acts in the analysis of the solution of proposed problems. The researcher investigates the ways blind children read and interpret, with adaptation of the figures / images of the questions to Braille, observing if the communication is being active. On the other hand, aiming a learning of contents in a more objective way, the subjects flat geometric figures, measures of length, surface and volume are observed, in front of texts that encompass mathematical contexts. In fact, they are contents that the children study in the academic year in the school where they are included. The teacher of the regular school was asked to elaborate questions to carry out a test of learning, because if children are included, they have rights and duties, as students, identical to the others. Therefore, as a general objective, this dissertation aims to analyze the difficulties encountered by blind students in Mathematics, in the sixth year of elementary school, included in a regular school, in relation to reading and interpretation of problem situations, Of the angle of vision (of the observation) of the researcher with formation in Letters. It uses, as methodology, the work of Van Hiele (1985) adapted by BrandÃo (2010) and perfected by Lira and BrandÃo (2013). One of the main conclusions of this research is that it shows that one of the difficulties in solving problems involving geometric figures is in the way the statement of the questions is elaborated, being closely linked to the figures or drawings.

Thesis (Ph. D.)--Columbia University. / Bibliography: p. 86-87.