Made available in DSpace on 2014-07-29T16:10:38Z (GMT). No. of bitstreams: 1 DISSERTACAO REJANE ALMEIDA EDUCACAO.pdf: 925371 bytes, checksum: 87fbc9753c8057e2d913fa0c9cd47889 (MD5) Previous issue date: 2009-05-13 / This study is the result of an investigation carried out in the Master of Education program and it is linked to the research area of Teacher Training at the School of Education of Universidade Federal de Goiás. It focuses on Associação dos Deficientes Visuais do Estado de Goiás (ADVEG) (Association for the Visually Handicapped of Goiás State) in order to analyze the meaning attributed to the concept of citizenship. The study is based on the assumption that actions performed by the visually handicapped contribute to the formation of a political culture that is capable of promoting changes in their lives. This is especially true with regards to the emergence of citizen rights, a new concept of justice, and democratic practices. Theoretical references were extracted from the works of Almeida (1992; 2003), Cruz (2004; 2005), Dagnino (1994; 2002; 2004; 2006), Arendt (1989; 2001; 2007a; 2007b; 2007c; 2007d), and Gohn (1999; 2002; 2003; 2007a; 2007b). By recovering historical aspects of social movements, this research investigated characteristics of the trajectory of organization of visually handicapped people. The aim was to understand the dynamics of this trajectory and, above all, to reveal how this social condition is constructed, as far as the role these people attribute to citizenship is concerned. This study case consists of a qualitative empirical research involving twenty members of ADVEG and it employed semi-structured interviews, observations, and documental analysis in the city of Goiânia. Results indicate that the inclusion of visually handicapped people in the job market remains limited, which reveals a sense of citizenship composed of rights under the perspective of legal achievements previously defined by legislation. This is seldom put into practice, but it is linked to a strategy conveyed by dominant classes and by the State; this strategy aims at a social inclusion policy as a juridical and political condition that is crucial for the implementation of the reigning economic model / O presente estudo, intitulado Cidadania das pessoas com deficiência visual do Estado de Goiás: trajetória, organização e discurso, é resultado da investigação empreendida nos estudos de Mestrado em Educação ligada à Linha de Pesquisa: Formação e profissionalização docente, da Faculdade de Educação da Universidade Federal de Goiás. Este estudo tem por objetivo discutir o significado do conceito de cidadania, sendo a associação dos deficientes visuais do Estado de Goiás o objeto de estudo. Parte-se do princípio de que as ações empreendidas pelas pessoas com deficiência visual contribuem para a elaboração de uma cultura política que opere mudanças na vida dessas pessoas, em especial para a emergência da realidade de direitos de cidadania, de um novo conceito de justiça e de práticas democráticas. Utilizou-se dos referenciais teóricos de Almeida (1992,2003), Cruz (2004, 2005), Dagnino (1994, 2002, 2004, 2006), Arendt (1989, 2001, 2007a, 2007b, 2007c, 2007d), Gonh (1999, 2002, 2003, 2007a, 2007b). A pesquisa implica a recuperação de aspectos históricos dos movimentos sociais; investiga características da trajetória de organização das pessoas com deficiência visual, a fim de compreender sua dinâmica, o papel por elas atribuído à cidadania, buscando entender, antes de tudo, como tal condição social é construída. Para tanto, foi realizada uma pesquisa empírica, qualitativa e estudo de caso que envolveu vinte associados da Associação dos deficientes visuais do Estado de Goiás- ADVEG por meio de entrevistas semi-estruturadas, observações e análise documental no Município de Goiânia. Os resultados encontrados apontam para o fato de que a inserção social das pessoas com deficiência visual no mercado de trabalho continua limitada, revelando um sentido de cidadania composta de elementos como direitos, na perspectiva de conquistas legais, previamente definidos no formato da legislação. Muitas vezes isso não se efetiva na prática, mas vincula-se a uma estratégia das classes dominantes e do Estado, com vistas à política de inserção social como condição jurídica e política, indispensável à instalação do modelo econômico em curso.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-05-17T14:39:32Z No. of bitstreams: 1 monicareginapereirasenrasoares.pdf: 2342236 bytes, checksum: dfd9feac54d0a789d5a94074e3e310fb (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-17T16:18:07Z (GMT) No. of bitstreams: 1 monicareginapereirasenrasoares.pdf: 2342236 bytes, checksum: dfd9feac54d0a789d5a94074e3e310fb (MD5) / Made available in DSpace on 2017-05-17T16:18:07Z (GMT). No. of bitstreams: 1 monicareginapereirasenrasoares.pdf: 2342236 bytes, checksum: dfd9feac54d0a789d5a94074e3e310fb (MD5) Previous issue date: 2012-07-30 / Partindo da premissa de que, se a formação acadêmica ocorrer sob práticas desenvolvidas de forma multi e interdisciplinar, no que concerne o atendimento odontológico ao paciente portador de necessidades especiais, este profissional estará mais apto a atender as novas demandas sócio-político-ideológicas do país foram realizados os estudos “Levantamento do número de faculdades de Odontologia brasileiras que prestam atendimento ao paciente em necessidade especial” e “Perfil do formando egresso-profissional frente ao conceito de pacientes especiais na Odontologia” com a finalidade de verificar quais as faculdades de odontologia brasileiras estão focadas no processo de mudança curricular. Através da aplicação de questionários procurou-se observar a didática de ensino que os estudantes recebem nesta área, bem como o perfil do egresso-profissional da faculdade de Odontologia da UFJF. Os resultados apontam para necessárias modificações nos cenários de prática profissional, pois, na ótica dos egressos do curso de Odontologia da UFJF, em 2009, o conteúdo disciplinar para o atendimento ao paciente especial não alcançou seus objetivos, tanto na sua formação profissional, quanto na promoção de saúde em benefício da população especial que deixa de ser assistida. Em âmbito nacional é crescente a preocupação das escolas em ofertar esse conteúdo na graduação. Neste estudo, observou-se que 50,98% das faculdades adotam o cuidado aos pacientes especiais como disciplina obrigatória e/ou opcional. No entanto, percebe-se que há desafios a serem enfrentados no âmbito das faculdades de Odontologia do país para a implementação do conhecimento técnico-científico para o atendimento aos pacientes em necessidades especiais. / Starting of the premise that if the academic training occur in practice developed in a multi and interdisciplinary approach, in relation to dental care to patients with special needs, this professional will be better able to meet the new demands socio-politico-ideological of the country, studies were made "Raising the number of dental schools that provide patient care in special need" and "Profile of the professional egress-forming to the concept of handicapped patients in dentistry" in order to verify which dental schools in Brazil are focused on the process of curriculum change. Through questionnaires sought to observe the teaching of education that students receive in this area as well as the profile of the egress-professional of UFJF Dentistry college. The results point out to needed changes in professional practice settings, therefore, in the view of the UFJF graduating students of Dentistry, in 2009, the disciplinary content for special patient care has not achieved its objectives, both in their professional education and in health promotion in favor of the special population that ceases to be assisted. On a national level is growing concern in schools that offer undergraduate content. In this study, we observed that 50.98% of colleges have adopted special care to patients as a compulsory subject and / or optional. However, we realize that there are challenges to be faced under the of dental schools in the country for the implementation of technical and scientific knowledge to patient care in special needs.

Orientador: Edison Duarte / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-04T02:55:54Z (GMT). No. of bitstreams: 1 Lima_SoniaMariaToyoshima_D.pdf: 2144773 bytes, checksum: c8214e238f3c3f18c8e3232b3c5cb3c7 (MD5) Previous issue date: 2005 / Resumo: Há alguns anos, o Ensino Superior tem sido alvo de debates e estudos, sobretudo no que se refere ao relacionamento com os alunos, ao desenvolvimento do ensino, à ausência de discussão sobre questões epistemológicas subjacentes à organização do trabalho docente e de proposta de avaliação de aprendizagem mais coerentes com a realidade educacional. Embora reconhecendo que a Universidade e seus professores não sejam únicos interlocutores e referentes básicos na condição de produtores do conhecimento humano, consideramos que os mesmos projetam modelos curriculares e iniciativas pedagógicas. Esse compromisso pressupõe, via de regra, uma prática de ensino que transcende algumas concepções, reelaboração do pensar e do agir. Ao compreender que as experiências não têm uma referência somente nas razões pessoais, destacamos nessa tese, a construção e uma teorização, através da reflexão sobre a ação, de uma metodologia de ação para a formação universitária em Educação Física Adaptada. Embora seja muito particular, estamos empreendendo discutir a formação universitária com qualidade para todos os acadêmicos, bem como completar as diferentes interfaces do ensino pedagógico. Subsidiamos nossa metodologia de ação nas bases teóricas de Donald Shön e Zeichner que revisitaram as concepções em Dewey. Nas apreciações analíticas, decorrentes do método qualitativo, optamos pela utilização da entrevista. A epistemologia da prática encontra-se centrada na experiência e no saber profissional desenvolvido pelo Projeto de Ação Educacional na Educação Física Adaptada (ProEEFA), na Universidade Estadual de Maringá ¿ Departamento de Educação Física. O saber construído e manifestado a partir da experiência de uma situação vivida com cunho longitudinal, conduziu a um conjunto de informações, conhecimentos e atitudes que foram sendo desenvolvidos no período de quatro anos, com a participação efetiva de vinte discentes que estiveram nas ações entre quatro meses a quatro anos. Ao contextualizarmos a experiência vivida, constatamos através da reflexão sobre a ação que alguns indicativos educacionais se manifestaram como norteadores de uma formação universitária como: a interação nos encaminhamentos do processo pedagógico; que a questão paradigmática interfere no processo de formação educacional; que o professor é um agente social mediador que também é mediatizado por outros agentes; que o conceito de competência ultrapassa a noção comportamentalista do termo; que a motivação é o meio, freqüentemente, para atingirmos o sucesso; que as relações de cooperação devem ser regidas pela reciprocidade com relações constituintes; que a interpelação de cooperação é possível, quando se explicita a autonomia na participação irredutível e indispensável do indivíduo na elaboração de novas formas de pensar e novos conhecimentos; que a proposição dialógica evidenciada destaca a representatividade de troca e crescimento, tanto do educando, quanto do educador. Destacando, ainda, que o saber educacional se insere, a cada momento, nas vidas das pessoas, para que se tornem cidadãs. E, cidadão é aquele que se soma na vida social, e, ao fazê-lo participa, comprometendo-se com a ação político-pedagógica / Abstract: The University Teaching has been the target of debates and studies for some years, mainly concerning the relationship with the students, the development of teaching, the lack of discussion on epistemological issues that are subjacent to the teachers¿ work organization, and a proposal of learning evaluation, which is more coherent with the educational reality. Although knowing that the University and its professors are neither the only interlocutors nor the only basic references in the condition of producers of human knowledge, we consider that they project curricular models and pedagogical initiatives. Such compromise assumes, mainly, a teaching practice that transcends some conceptions, the reelaboration of thinking and acting. Understanding that the experiences have a reference not only in personal reasons, in this thesis we make evident the construction and a theorization, by the reflection-on-action, of an action methodology for the university formation in Adapted Physical Education. In spite of being very particular, we aim at discussing the university formation with quality for all academic students, as well as completing the different interfaces of the pedagogical teaching. Our methodology of action is based on Donald Shön and Zeichner¿s theories, authors who studied Dewey¿s conceptions. Considering the analytical appreciations of the qualitative method we have chosen to use the interview. The practice epistemology is centered on the experience and professional knowledge developed by the Educational Action Project in the Adapted Physical Education (ProEEFA) in the State University of Maringá city ¿ Department of Physical Education. The knowledge constructed and manifested from the experience of a situation lived with a longitudinal characteristic, led to a set of information, knowledge and attitudes that have been developed in a 4-year-period, with the effective participation of twenty professors who were engaged in the actions from four months to four years. When contextualizing the experience we had, based on the reflection-on-action, we concluded that some educational indicatives are the guiders of a university education, that is, the interaction during the performance of the guidelines of the pedagogical process, the teacher as a mediator social agent who is also mediated by other agents; the concept of competence that transcend the behaviorist notion of the term; the motivation that is the frequent way of achieving the success, the relationships of cooperation that are guided by reciprocity with constituent relations; the possibility of an interpellation of cooperation, when the autonomy in the invincible and indispensable participation of the subject concerning the elaboration of new ways of thinking and new knowledge is explained; the dialogic proposition that makes evident the representativeness of changing and growing up of both the student and the educator. The fact that the educational knowledge is increasingly inserted into people¿s life to make them citizens is also evidenced. Besides, citizen is the one who engages himself in the social life, and doing so, he is compromised with the political-pedagogical action / Doutorado / Atividade Fisica, Adaptação e Saude / Doutor em Educação Física

This study investigated the factors related to the delivery of health care services by school nurses. The purposes of the study were divided into three categories. The first was the nurses' identification of the handicapping conditions of children in their caseloads and their perceptions of the children's health problems. The second involved data about the nurses' educational background and preparation they felt as useful in their work with children with handicaps; data on barriers which limit or prevent nursing care of these children was also solicited. Third, information was sought about future plans of nurses for obtaining more education, barriers perceived which hindered their plans, and special considerations in program planning that would facilitate their educational goals. Institutional guidelines were written based on findings of the study and the review of literature.

The aim of the thesis is to analyse the relationship between the level of unemployment of selected groups of vulnerable persons on the labor market and the level of the statutory minimum wage. The theoretical part deals with the basic models of impact of the minimum wage on unemployment and presents several studies with similar objectives. In the analytical part, the use of graphical and correlation analysis examines the influence of the statutory minimum wage on the level of unemployment of vulnerable persons. The research was conducted for the period 1998-2016. Based on the results, the hypothesis is verified as "there exists a certain relationship between the level of unemployment and the statutory minimum wage". This hypothesis is confirmed for three of the six groups of vulnerable persons (people with disabilities, people below the age of 19, and people above the age of 50).

No description available.

Diploma thesis deals with the design of the automatically controlled ramp for the boarding of physically disabled people in city buses. The initial research section deals with the regulations and directives that must be respected in the design, the issue of wheelchair mobility and the analysis of design considered elements. In the second part the thesis goes to the chosen design solution. The design input parameters are the height of the ramp cassette, the slope of the ramp when boarding and the width of the boarding platform. The platform is extended by a pair of pneumatic cylinders along with a scissor mechanism guided in a linear ball guide. The boarding platform is made of an aluminium honeycomb panel which strength is verified by analytical calculation. At the front edge, the boarding platform is equipped with a pressure-sensitive edge The ramp cassette is made up of a welded frame of steel profiles and subjected to stress strain analysis. The thesis is accompanied by complete drawing documentation.

Thesen 1. Die vorliegende Arbeit beschäftigt sich mit der Enthospitalisierung geistig behinderter Langzeitpatienten aus dem Sächsischen Krankenhaus für Psychiatrie und Neurologie Altscherbitz. Inhaltliche Schwerpunkte der Untersuchung sind die Lebensqualität, die soziale Integration und die Rehospitalisierungen nach der Entlassung. 2. Es wurden 65 ehemalige Patienten auf der Grundlage der Krankenakte zum Enthospitalisierungszeitpunkt (zwischen 1991 und 1999) und anhand eines persönlichen Interviews und einer Aktenanalyse zum Erhebungszeitpunkt (2003) untersucht. Zur Kerndatenerfassung wurde ein standardisierter zweiteiliger Erhebungsbogen erarbeitet. Dabei wurden neben soziodemografischen und krankheitsbezogenen Daten das Geschlecht, das Alter und die Hospitalisierungsdauer einbezogen. Darüber hinaus kam das Berliner Lebensqualitätsprofil, ein daraus abgeleiteter Score für soziale Integration, die Nurses Observation Scale for Inpatients (NOSIE) und der Fragebogen zur Erfassung des individuellen Hilfebedarfs im Bereich Wohnen (HMBW) zur Anwendung. 3. Obwohl sie einen großen Anteil der Populationen von Langzeitpatienten ausmachten, fanden die geistig Behinderten in der psychiatrischen Forschung bisher nur wenig Beachtung. Es wurden deshalb auch Erkenntnisse aus anderen Fachgebieten, wie der Geistigbehindertenpädagogik, berücksichtigt. 4. Die hier untersuchten ehemaligen Patienten unterscheiden sich bezüglich soziodemografischer, biografischer und medizinischer Daten von der sonst in psychiatrischen Enthospitalisierungsstudien erfassten Klientel mit überwiegend schizophrenen Erkrankungen. Die geistig Behinderten wurden sehr früh, 72% vor dem 20. Lebensjahr, hospitalisiert. Die durchschnittliche Verweildauer betrug 28 Jahre (Range sechs bis 67 Jahre). Über die Hälfte der Patienten verblieben beim ersten stationären Aufenthalt dauerhaft in der Klinik. 19 Patienten hatten eine leichte, 46 eine mittelgradige geistige Behinderung. In 19 Fällen bestand eine neurologisch-psychiatrische Komorbidität, darunter acht Schizophrenien und acht Epilepsien. 62 Personen befanden sich zum Erhebungszeitpunkt in stationären Heimeinrichtungen mit 24-Stunden-Betreuung, zwei lebten in einer Außenwohngruppe eines Wohnheims und ein Patient war im Maßregelvollzug untergebracht. 5. Sie wiesen in der individuellen Lebensgestaltung (Bereich Wohnen) überwiegend einen sehr geringen bis geringen Hilfebedarf auf. Unterstützung war vor allem bei der Regelung finanzieller und rechtlicher Angelegenheiten erforderlich sowie beim Umgang mit fremden Personen und der Organisation von Terminen. 6. In dieser Arbeit wurden die geistig Behinderten selbst zu ihrer Lebensqualität befragt. Dazu liegen bisher nur wenige Erfahrungen vor. Es zeigten sich überwiegend sehr hohe Zufriedenheitswerte, die im Vergleich zu anderen psychiatrischen Enthospitalisierungsstudien noch höher lagen. Niedrigere Zufriedenheitswerte wurden nur im Bereich der finanziellen Situation geäußert und einige Probanden wünschten sich mehr Kontakt zu den Angehörigen. Bezüglich der objektiven Daten fällt auf, dass ein hoher Anteil (72%) einer Beschäftigung, meist in einer WfB, nachging. Die Freizeit wurde von vielen Bewohnern aktiv verbracht, z.B. verließen 95% regelmäßig die Wohnung und waren im Jahr vor der Erhebung 91% verreist gewesen. Über die Hälfte war in Einzelzimmern untergebracht, nur noch eine Bewohnerin in einem Mehrbettzimmer. 70% bejahten die Frage nach einem guten Freund. Kontakte zu „Normalbürgern“ wurden nur von 9% angegeben. 7. Es wurden verschiedene Einflußfaktoren auf die Lebensqualität analysiert, wobei sich jeweils nur wenige signifikante Unterschiede fanden. A) Alter zum Enthospitalisierungszeitpunkt: Die unter 50jährigen Bewohner hatten häufiger Kontakt zur Familie und einem Freund. Nur in dieser Gruppe gab es Kontakte zu „Normalbürgern“. B) Zeitdauer, die nach der Enthospitalisierung vergangen ist: Die länger Enthospitalisierten (>4 Jahre) gingen häufiger einer Arbeit nach und waren in der Freizeit aktiver. Sie hatten häufiger einen Freund. In der am längsten enthospitalisierten Gruppe war die Zufriedenheit mit der finanziellen Lage und der Aussicht, noch lange in der Einrichtung zu verbleiben, geringer. C) Hospitalisierungsdauer: Die kürzer Hospitalisierten (bis 40 Jahre kumulative Dauer) unterschieden sich von den länger Hospitalisierten darin, dass sie häufiger einer Arbeit nachgingen und in der Freizeit aktiver waren, sie hatten häufiger einen Freund. 8. Anhand des Scores für soziale Integration konnte eine Gruppe besser Integrierter und ein Gruppe schlechter Integrierter gebildet werden. Sie unterschieden sich signifikant hinsichtlich folgender Parameter: Die besser Integrierten waren jünger und kürzer hospitalisiert. Sie erreichten in der NOSIE höhere Werte für soziales Interesse und niedrigere Werte für Retardierung. Der Anteil mittelgradiger Intelligenzminderungen war höher. Sie waren länger enthospitalisiert. 9. 18 Bewohner mussten nach der Enthospitalisierung erneut stationär psychiatrisch behandelt werden, konnten aber nach Krisenintervention wieder entlassen werden. Die Rehospitalisierten unterschieden sich von den übrigen Bewohnern in folgenden Merkmalen: Die kumulative Dauer der Hospitalisierung war kürzer (23 Jahre vs. 31 Jahre). In der NOSIE wiesen sie höhere Werte betreffend das Item „Reizbarkeit“ auf. 10. Die Ergebnisse belegen, dass die Enthospitalisierung der hier untersuchten leicht und mittelgradig geistig Behinderten überwiegend erfolgreich war. Sowohl aus den hier gewonnenen Erkenntnissen, als auch in Übereinstimmung mit der psychiatrischen und sonderpädagogischen Literatur läßt sich weiterer Handlungsbedarf für Praxis und Forschung ableiten. Der Prozess der Ent-Institutionalisierung sollte zukünftig fortgesetzt und wissenschaftlich begleitet werden. Psychiatrische und sonderpädagogische Fachleute sollten hierbei im Interesse der geistig Behinderten kooperieren.:1. Einleitung 1 1.1. Geistig Behinderte in der Psychiatrie 2 1.1.1. Definition und Klassifikation der Intelligenzminderungen 2 1.1.2. Die psychiatrische Versorgung von Menschen mit Intelligenzminderungen 5 1.2. Begriffsklärung Enthospitalisierung 7 1.3. Zur Geschichte der Enthospitalisierung 8 1.3.1. Historische Entwicklung in Deutschland 8 1.3.2. Zur Situation im Bundesland Sachsen 9 1.3.3. Das Sächsische Krankenhaus für Psychiatrie und Neurologie Altscherbitz 11 1.4. Enthospitalisierungsstudien in Deutschland 12 1.4.1. Enthospitalisierungsstudien unter Berücksichtigung der Diagnose Intelligenzminderung 15 1.4.2. Untersuchungen zur Enthospitalisierung geistig Behinderter in anderen Fachgebieten: Beispiele aus der sonderpädagogischen und philosophischen Forschung 18 1.5. Schwerpunkt der Studie und Fragestellung 22 2. Methodik 24 2.1. Ein- und Ausschlusskriterien 24 2.2. Die aufnehmenden Einrichtungen 26 2.3. Beschreibung der Studienteilnehmer: Soziodemografische und medizinische Merkmale der Langzeitpatienten zum Enthospitalisierungszeitpunkt 30 2.4. Untersuchungsinstrumente 33 2.4.1. Kerndatenerfassung 33 2.4.2. Berliner Lebensqualitätsprofil 34 2.4.3. Score für soziale Integration 34 2.4.4. Nurses Observation Scale for Inpatients (NOSIE) 35 2.4.5. Hilfebedarf in der individuellen Lebensgestaltung (Bereich Wohnen) 36 2.4.6. Datenschutz 37 2.4.7. Statistische Methodik 37 3. Ergebnisse 39 3.1. Soziodemografische Daten 39 3.1.1. Alter bei Enthospitalisierung und Patientenmerkmale 39 3.1.2. Alter zum Erhebungszeitpunkt und Patientenmerkmale 39 3.1.3. Kumulative Dauer des stationären Aufenthaltes und Patientenmerkmale 40 3.1.4. Zeitdauer, die nach der Enthospitalisierung vergangen ist und Patientenmerkmale 40 3.1.5. Vergleich soziodemografischer Daten vor und nach der Enthospitalisierung 41 3.2. Lebensqualität der enthospitalisierten Patienten 44 3.2.1. Auswertung des Berliner Lebensqualitätsprofils 44 3.2.2. Lebensqualität und Alter zum Enthospitalisierungszeitpunkt 46 3.2.3. Lebensqualität und Alter zum Erhebungszeitpunkt 49 3.2.4. Lebensqualität und kumulative Dauer des stationären Aufenthaltes 50 3.2.5. Lebensqualität und Zeitspanne, die seit der Enthospitalisierung vergangen ist 51 3.3. Soziale Integration 52 3.3.1. Soziale Integration und Hilfebedarf in der individuellen Lebensgestaltung (HMBW) 53 3.3.2. Soziale Integration und Fremdeinschätzung durch das Heimpersonal (NOSIE) 53 3.3.3. Soziale Integration in Abhängigkeit von Patientenmerkmalen 53 3.4. Hilfebedarf in der individuellen Lebensgestaltung (HMBW) 54 3.4.1. Eingruppierung der Patienten 54 3.4.2. Hilfebedarf und soziodemografische Daten 55 3.4.3. Hilfebedarf und Lebensqualität 56 3.4.4. Hilfebedarf und Zeit, die nach der Enthospitalisierung vergangen ist 56 3.4.5. Hilfebedarf, Alter bei Enthospitalisierung und kumulative Dauer des stationären Aufenthaltes 57 3.5. Fremdeinschätzung durch das Heimpersonal (NOSIE) 57 3.5.1. Darstellung der einzelnen Items 57 3.5.2. NOSIE und Zeit, die nach der Enthospitalisierung vergangen ist 57 3.5.3. NOSIE, Alter bei Enthospitalisierung und kumulative Dauer des stationären Aufenthalts 58 3.6. Merkmale der rehospitalisierten Patienten 58 3.6.1. Soziodemografische Daten 58 3.6.2. Fremdeinschätzung durch das Heimpersonal (NOSIE) 59 3.6.3. Score für soziale Integration 60 3.6.4. Vergleich der rehospitalisierten mit den nicht rehospitalisierten Patienten 60 4. Diskussion 61 4.1. Limitierung des eigenen Untersuchungsansatzes und methodische Probleme bei der Befragung geistig Behinderter 61 4.2. Diskussion der Ergebnisse 62 4.2.1. Soziodemografische und medizinische Daten 62 4.2.2. Lebensqualität als „Erfolgsparameter“ der Enthospitalisierung 66 4.2.2.1. Einfluss des Alters bei Enthospitalisierung auf die Lebensqualität 70 4.2.2.2. Einfluss der Hospitalisierungsdauer auf die Lebensqualität 70 4.2.2.3. Einfluss der Zeitdauer, die nach Enthospitalisierung vergangen ist, auf die Lebensqualität 71 4.2.2.4. Zusammenfassung 74 4.2.3. Soziale Integration der enthospitalisierten geistig Behinderten 75 4.2.4. Hilfebedarf in der individuellen Lebensgestaltung (HMBW) 77 4.2.5. Rehospitalisierungen 79 4.3. Schlussfolgerungen für die Praxis und Forschung 81 Literaturverzeichnis 84 Anhang Danksagung Eidesstattliche Erklärung Thesen

The advent of the microcomputer has provided the severely handicapped with the means to create text. Instead of using a keyboard, the disabled typist is able to scan and select linguistic items with an appropriate input switch. The resulting communication rate is, however, prohibitively slow for writing and impractical for conversation. A variety of techniques is used to improve this rate and range from static letter matrices to more sophisticated methods in which words and phrases are anticipated. Although many anticipatory methods claim to be linguistically based, most, if not all, depend solely on letter and word frequency statistics. A series of phonological rules can be used to anticipate the letter structure of most English words. This linguistically based system reflects a degree of "intelligence" not present in other anticipatory writing systems. To evaluate and compare the new system with several existing techniques in practice, a programmable evaluation system has been developed on an IBM-compatible personal computer using the Artificial Intelligence language, LISP. Different communication strategies are transcribed into rulebases which serve as input to the software. The core program then executes the particular system under consideration. Input text can be processed in either manual or simulation mode and an evaluation report is generated when the session ends. The characteristics of efficient communication systems are introduced as a basis for this dissertation, after which the development and application of a linguistic anticipatory writing system is described. The design of the evaluation software is documented and the successful implementation of the various communication systems is discussed.

L'accompagnement en tant qu'auxiliaire de vie scolaire de Max, adolescent diagnostiqué autiste Asperger, fut le cadre de notre observation et de recherche clinique. Max a l'habitude d'aller toucher les cheveux d'autrui, ce que nous envisageons comme la manipulation d'un objet autistique atypique et une modalité particulière de rencontre de l'autre. À partir des travaux et des références de Francès Tustin, nous proposons une recherche à propos des fondements métapsychologiques de la notion d'objet autistique afin de déterminer quels sont les processus psychiques qui sous-tendent leur apparition. Nous étudions les cheveux en tant qu'éléments corporels symboliques et découvrons leur polysémie. Puis nous comparons la fonction et la manipulation des objets autistiques à celles des objets transitionnels, fétiches et self-objects, ce qui nous permet de penser des modalités spécifiques de relations d'objet. Notre hypothèse de la relation autistique à l'objet envisage l'émergence des objets autistiques en tant que témoins d'une relation à l'autre impossible et évitée, mais néanmoins recherchée et désirée. Cet évitement mènerait à l'intérêt pour un objet matériel. En outre, nous présentons le travail d'élaboration de notre accompagnement et de notre relation. Ainsi, l'élaboration du contre-transfert s'étaye sur une mise en dialogue de la situation d'observation et d'œuvres littéraires. Enfin, nous proposons une extension de la notion d'objet autistique et de la relation autistique à l'objet par une réflexion sur les nouvelles modalités de relation à l'autre que constituent les communications numériques. / The help I provided to Max as a school assistant was our context for the clinical research presented in this thesis. Max is a handicapped teenager diagnosed with Asperger's syndrome. He is used to touch other people's hair, which we consider as an atypical autistic object and a particular mode of meeting others. Based on Francès Tustin's work and research, we offer a study about the metapsychological foundations of the autistic object's concept to define the psychic processes underlying their appearance. We consider hair as a symbolic part of the body and found their polysemy. Then we compare the autistic object's fonction and manipulation with those of transitionnal objects, fetish objects and self-objects, which allows us to think of specific modes of object relations. Our hypothesis about autistic object relations considers the emergence of autistic objects as witnesses of an impossible and avoided relation to another, nevertheless sought and desired. This avoidance would lead to the interest for a material object. Moreover, we present the development of our study, in helping and relationship. Therefore the countertransference elaboration is based on dialogue between our observation situation and literary work. At last, we propose an extension of the autistic object concept and of the autistic object relation by reflecting on the new forms of communication with others, like digital communications.