Orientador: Cassia Letícia Carrara Domiciano / Banca: Milton Koji Nakata / Banca: Patrícia Abreu Pinheiro Crenitte / Resumo: Os materiais educacionais são instrumentos decisivos no processo de ensino e aprendizagem da criança, em especial aquelas com transtornos de aprendizagem. A presente pesquisa se propôs a verificar que aspectos do Design Gráfico tornam os materiais educacionais de intervenção e avaliação aplicados às crianças portadoras de dificuldade ou transtornos da aprendizagem mais inclusivos. Para isso foram levantados conceitos relacionados ao Design Inclusivo, Design da Informação e Design Educacional, gerando subsídios que embasam a coleta de dados através de entrevistas com especialistas em transtornos da aprendizagem, a fim de identificar os materiais educacionais mais usados em intervenção junto ao público infantil, bem como os problemas que apresentam neste processo. Tais materiais foram analisados e problemas relativos ao design dos mesmos foram evidenciados. Por fim, alcançou-se um conjunto de diretrizes capazes de auxiliar no desenvolvimento e projeto de novos materiais tendo como norte o Design Gráfico Inclusivo. / Abstract: Educational materials are decisive instruments in the teaching and learning process of children, especially those with learning disorders. The present research aimed to verify which aspects of Graphic Design make the educational materials of intervention and evaluation applied to children with difficulty or learning disorders, more inclusive. In order to do, concepts related to Inclusive Design, Information Design and Educational Design were developed, generating support that supports the collection of data through interviews with specialists in learning disorders, in order to raise the educational materials most used in intervention with children, as well as the problems they present in this process. These materials were analyzed and problems related to their design were evidenced. Finally, a set of guidelines capable of assisting in the development and design of new materials based on Inclusive Graphic Design, were reached / Mestre

Made available in DSpace on 2017-07-24T19:22:24Z (GMT). No. of bitstreams: 1 Anaclaudia.pdf: 671183 bytes, checksum: 591f53b40f46c210a37e9911362eb7b2 (MD5) Previous issue date: 2004-07-27 / Disabled children show difficulties to perform the mechanical control of dental plaque and show a high prevalence of periodontal disease. In this group of patients, the association between chemical agents and dental brushing runs into an exact indication of use and chlorhexidine is the best suited agent for this purpose. Therefore, this research main objective was to evaluate two chlorhexidine vehicles for plaque control in disabled children, as well as parents’ opinions about the home usage protocols tested. The sample consisted of 29 patients, with medical diagnosis of mental deficiency aging between seven and twelve years old. The protocols tested used chlorhexidine digluconate 0,12%, delivered as a gel (GCH protocol) and as a spray (SCH protocol). A placebo gel (GP protocol) and a placebo solution (SP protocol) were used as control. The tested agents were administered twice a day by the handicapped patient’s parents, who also brushed the children’s teeth with a placebo dentifrice. The study was designed as a double-blind, crossover research, with four experimental periods (ten days) apart from each other by three washout periods (fifteen days). The patients were evaluated at the beginning and at the end of each experimental period by one calibrated examiner, using the Quigley and Hein plaque index and the presence or abscence of gingival bleeding during probing. Similar clinical conditions were observed at the beginning of all tested protocols when the plaque index (p=0,133) and the gingival bleeding index (p=0,060) were considered. After GCH and SCH protocols, there was a significant reduction in plaque and gingival indices (p<0,0001). There were seen statistically significant differences when comparing post treatment indices from GCH protocol with GP and SP protocols or from SCH protocol with GP and SP protocols. When the four protocols were completed, the parents answered a questionaire. They reported a greater level of difficulty when applying gel in opposition to spray (p=0,007), which was their preferable vehicle for daily use (p=0,035). It is concluded that plaque indices and the presence of gingival bleeding were reduced by chlorhexidine treatment, regardless the employed vehicle; chlorhexidine delivered as a gel offered greater application difficulties and spray was the parent’s choice for daily use of this chemical agent. / As crianças portadoras de necessidades especiais apresentam dificuldades para o controle do biofilme dental e elevada prevalência de alterações periodontais. Neste grupo de pacientes, a associação de agentes químicos à escovação dentária encontra uma indicação precisa, sendo a clorexidina o antimicrobiano de primeira escolha. Desta forma, o objetivo do presente estudo foi avaliar dois veículos de aplicação caseira da clorexidina para controle do biofilme dental em crianças especiais, bem como a opinião dos pais ou responsáveis sobre os protocolos testados. A casuística foi composta por 29 pacientes com diagnóstico de deficiência mental e idades entre sete e doze anos, que usaram digluconato de clorexidina a 0,12%, sob a forma de gel (protocolo GCH) ou spray (protocolo SCH), em duas aplicações diárias, associadas à escovação dental com dentifrício placebo. Como controle, gel placebo (protocolo GP) e spray placebo (protocolo SP) foram empregados do mesmo modo que os veículos ativos. O estudo foi desenvolvido no modelo cruzado e duplo-cego, com quatro etapas experimentais (dez dias), separadas entre si por três períodos de washout (quinze dias). Os pacientes foram avaliados antes do início e logo após as etapas experimentais, por um examinador calibrado, através do índice de placa de Quigley e Hein e presença/ausência de sangramento gengival marginal à sondagem. Condições clínicas semelhantes estiveram presentes no início de todos os períodos experimentais para o índice de placa (p=0,133) e sangramento gengival (p=0,060). Após os protocolos GCH e SCH, observou-se redução nos índices de placa e sangramento (p<0,0001). Verificou-se diferenças estatísticas, para as condições clínicas avaliadas, na comparação dos índices pós-tratamento do protocolo GCH com os protocolos GP e SP e do protocolo SCH com os protocolos GP e SP. Ao término dos períodos experimentais, um questionário foi aplicado aos pais ou responsáveis, que relataram maior grau de dificuldade para aplicação do gel (p=0,007) e a preferência pela utilização do spray (p=0,035). Conclui-se que os índices de placa e a presença de sangramento gengival foram reduzidos pelo tratamento com clorexidina, independente do veículo utilizado, o gel apresentou maior grau de dificuldade de aplicação e o spray foi o veículo de eleição dos pais ou responsáveis para utilização rotineira deste agente químico. As crianças portadoras de necessidades especiais apresentam dificuldades para o controle do biofilme dental e elevada prevalência de alterações periodontais. Neste grupo de pacientes, a associação de agentes químicos à escovação dentária encontra uma indicação precisa, sendo a clorexidina o antimicrobiano de primeira escolha. Desta forma, o objetivo do presente estudo foi avaliar dois veículos de aplicação caseira da clorexidina para controle do biofilme dental em crianças especiais, bem como a opinião dos pais ou responsáveis sobre os protocolos testados. A casuística foi composta por 29 pacientes com diagnóstico de deficiência mental e idades entre sete e doze anos, que usaram digluconato de clorexidina a 0,12%, sob a forma de gel (protocolo GCH) ou spray (protocolo SCH), em duas aplicações diárias, associadas à escovação dental com dentifrício placebo. Como controle, gel placebo (protocolo GP) e spray placebo (protocolo SP) foram empregados do mesmo modo que os veículos ativos. O estudo foi desenvolvido no modelo cruzado e duplo-cego, com quatro etapas experimentais (dez dias), separadas entre si por três períodos de washout (quinze dias). Os pacientes foram avaliados antes do início e logo após as etapas experimentais, por um examinador calibrado, através do índice de placa de Quigley e Hein e presença/ausência de sangramento gengival marginal à sondagem. Condições clínicas semelhantes estiveram presentes no início de todos os períodos experimentais para o índice de placa (p=0,133) e sangramento gengival (p=0,060). Após os protocolos GCH e SCH, observou-se redução nos índices de placa e sangramento (p<0,0001). Verificou-se diferenças estatísticas, para as condições clínicas avaliadas, na comparação dos índices pós-tratamento do protocolo GCH com os protocolos GP e SP e do protocolo SCH com os protocolos GP e SP. Ao término dos períodos experimentais, um questionário foi aplicado aos pais ou responsáveis, que relataram maior grau de dificuldade para aplicação do gel (p=0,007) e a preferência pela utilização do spray (p=0,035). Conclui-se que os índices de placa e a presença de sangramento gengival foram reduzidos pelo tratamento com clorexidina, independente do veículo utilizado, o gel apresentou maior grau de dificuldade de aplicação e o spray foi o veículo de eleição dos pais ou responsáveis para utilização rotineira deste agente químico.

The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also supported the research in the literature that music lowered the anxiety levels in all individuals, resulting in increased learning.

Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design. The study explored the problem of generalisation of symbol use by examining generalisation from use in choice-making to use in labeling, and to symbol comprehension. The results provide a limited validation of naturalistic intervention strategies to teach AAC use to this particular population. They suggest that naturalistic teaching strategies have potential to be used successfully with students from the population of interest to teach both functional use of a communication board displaying picto-graphic symbols and more generalised symbol skills. / Doctor of Philosophy (PhD)

This study investigated the results of administering two intelligence tests, the Wechsler Intelligence Scale for Children -Third Edition (WISC-111), and the Stanford-Binet Intelligence Scale - Fourth Edition, to each of 33 Australian children with an intellectual disability. The experiment used a counterbalanced design in which the tests, order of presentation of the tests, the gender of the subjects, and the gender of the test administrators were factors. The 33 volunteer subjects, 14 males and 19 females, aged between 6 and 16 years, and known to have an intellectual disability, were allocated randomly for the assessments. The test administrators were students in the Clinical and Organisational Masters Program from the University of South Australia. It was hypothesised that; there would be a difference between the IQs on the two tests; that on average the WISC-111 FSIQ would be lower than the SB-1V TC; and that there would be a positive relationship between the WISC-111 FSIQ and the SB-1 V TC Statistical analysis of the data found the two tests' overall scores to be significantly different, while the counterbalanced factors and their interactions did not reach significance. There was a significant 4 point difference found between the mean WISC-111 FSIQs and SB-1V TCs. The results of a Pearson Product Moment Correlation Coefficient revealed a strong positive correlation (r = .83). between the WISC-111 FSIQ and SB-1V TC. This finding supported the concurrent validity of the tests in this special population sample. It was suggested that while the two tests measured similar theoretical constructs of intelligence, the two tests were not identical and therefore the results were not interchangeable. Variable patterns of results were found among subtest scores from the two tests, and the implications for field work discussed. The differences between raw WISC-111 FSIQ and SB-1V TC scores were calculated, and a z transformation was applied to the difference scores. The resulting difference distribution and cumulative percentages were then suggested as a reference table for practitioners. Studies that examined clerical errors in scoring intelligence test protocols were reviewed. The manually scored test protocols in this study were rescored using a computer scoring programme and 27 errors were found and corrected. From the results of the experiment several suggestions were made; that agencies using large numbers of intelligence tests, or which test the same child over time, should make a decision to use the same test, wherever possible, for comparison; that all intelligence test protocols be computer scored as a checking mechanism; and that all professional staff should be aware of the possible differences which can occur between intelligence scores, resulting from norming and other differences. / thesis (MSocSc)--University of South Australia, 1999.

There is an ongoing trend in Western societies, including Australia, to move people with developmental disabilities out of institutions and into community based accommodation. When deinstitutionalisation occurs it impacts not only on the person with a disability but on their significant others and also on the organisation/s providing them with support. While government departments and support organisations say that they involve family members in deinstitutionalisation, little previous research has focussed on family members’ experiences of deinstitutionalisation to know if it is an engaging and empowering experience for them. Most previous studies of deinstitutionalisation, where they have spoken to significant others, have focussed on their perceptions of the benefits or disadvantages of deinstitutionalisation for their son or daughter with a disability directly rather than considering how it impacted upon the significant others. I identified this as a gap in our current knowledge and set out through this study to find out what deinstitutionalisation was like from the viewpoint of some significant others involved in it My research methodology was informed by a Symbolic Interactionist approach whereby I wished to investigate the meaning attached by significant others to the process and the outcomes of deinstitutionalisation through in depth interviews The application of selective coding procedures led to the development of the core category - for some significant others devolution is a disempowering process. This is a different viewpoint to that expressed in the majority of studies of devolution. In considering why this study revealed a different story, I identified through the data and from reviewing the available international literature, that deinstitutionalisation rekindles feelings of guilt regarding the decision to place their child in an out-of-home placement. Application of these principles might result in Empowering Partnerships which would in turn benefit all three players. I translated the three major categories and five principles into a Model of Empowering Partnerships in Devolution. / Master of Arts (Hons)

The word ‘asset’ was originally taken into the English language, from the Latin ‘ad satis’ and French ‘asez’, as a term used at law meaning sufficient estate or effects to discharge debts. It later came to be used in the sense of property available for the payment of debts. Assets were understood to be property (objects owned and rights of ownership) that could be exchanged for cash. The importance of factual knowledge of the money equivalents of property and debts, in managing mercantile affairs, was emphasised in accounting manuals during the eighteenth and nineteenth centuries. The rights of investors and creditors to factual up-to-date information about the financial state of affairs of companies, given the advent of limited liability, underscored the early company legislation that required the preparation and auditing of statements of property and debts. During the latter part of the nineteenth century the emphasis in accounting moved away from assets as exchangeable property to assets as deferred costs. Expectations took the place of observables. The abstract (expectational) notion of assets as ‘future economic benefits’ was embraced by accountants in the absence of rigorous definitions of the elements and functions of dated statements of financial position and performance. Assets are quantified financially by a heterogeneous mass of potentially inconsistent rules that, by and large, have no regard for the empirical nature of measurement. Consequently, accountants have failed to provide the community with up-to-date factual information about the financial state of affairs and performance of business entities - and, hence, with an informative basis for financial action.

The purpose of this investigation was to compare the effectiveness of integrated and segregated settings in elementary physical education. The efficacy of each setting was measured by the quantity of opportunities to respond (OTR) and the quality of those responses. This study examined the frequency and motor appropriateness of OTRs for children with developmental disabilities in integrated and segregated physical education classes. This study utilized a single subject alternating conditions design. Four students, 7 to 11 years, with developmental disabilities participated in this study. All participants received both general (integrated) physical education and adapted (segregated) physical education services throughout the 1997-1998 school year. Subjects were videotaped during the lesson focus portion of both the integrated and the segregated physical education settings once each week for a total of five weeks. Data on the frequency and motor appropriateness of the OTRs were collected and analyzed for each participant in both settings. Students with developmental disabilities generally made more responses in the segregated physical education setting. The motor appropriateness of these responses were similar in both segregated and integrated settings, although it was marginally higher in the segregated setting. The results of this investigation demonstrated that students with developmental disabilities received higher quantities of OTRs in the segregated physical education setting. However, there was little difference between settings with respect to the quality of the OTRs for three of the four subjects. For this reason and other suspected academic and social benefits of integration, an integrated physical education setting may prove beneficial for a number of students with disabilities. / Graduation date: 1998

Thesis (Ph. D.)--University of Washington, 1981. / Bibliography: leaves [135]-141.

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisors: Michael Gamel-McCormick and Michael Ferrari, Dept. of Individual & Family Studies. Includes bibliographical references.