CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Esta pesquisa investigou a avaliaÃÃo de alunos com deficiÃncia intelectual, desenvolvida no atendimento educacional especializado (AEE) da rede de ensino de Fortaleza-CE, com Ãnfase na aquisiÃÃo da escrita, visando à proposiÃÃo de estratÃgias de compreensÃo e articulaÃÃo do serviÃo especializado com o ensino regular, a partir dos resultados dessa avaliaÃÃo. Especificamente, intencionou-se: a) analisar o instrumental de avaliaÃÃo da escrita utilizado no AEE, com os alunos com deficiÃncia intelectual da rede de ensino de Fortaleza-CE; b) analisar o trabalho pedagÃgico desenvolvido no atendimento educacional especializado com os alunos com deficiÃncia intelectual, com Ãnfase na avaliaÃÃo da escrita; c) investigar a existÃncia de articulaÃÃo entre o trabalho pedagÃgico desenvolvido pelo professor de AEE e professores do ensino regular dos alunos com deficiÃncia intelectual. A hipÃtese que norteou a pesquisa foi de que hà articulaÃÃo diminuta entre o trabalho desenvolvido no AEE e no ensino regular destinado aos alunos com deficiÃncia intelectual, com rebatimentos nos processos de avaliaÃÃo. O aporte teÃrico foram os estudos sobre AvaliaÃÃo Educacional situados na quarta e quinta geraÃÃes, do tipo formativo, e abordando a especificidade da avaliaÃÃo do aluno com deficiÃncia intelectual. Em EducaÃÃo Especial foram analisadas as configuraÃÃes atuais, especificamente do AEE, com apoio no referencial vygotskyano. No tocante à aquisiÃÃo da escrita a base teÃrica foi a PsicogÃnese da LÃngua Escrita. A abordagem da pesquisa foi qualitativa, sendo do tipo pesquisa-aÃÃo. O local pesquisado foi uma escola da rede de ensino de Fortaleza-CE, com tradiÃÃo no atendimento a alunos com deficiÃncia. Os instrumentos de coleta de dados foram a anÃlise documental, a entrevista e sessÃes reflexivas e de trabalho (SRT). Os sujeitos colaboradores foram uma tÃcnica da rede de ensino referida, o coordenador pedagÃgico, a professora do AEE e quatro professoras do ensino regular. Os dados foram analisados com aporte metodolÃgico da anÃlise de conteÃdo. Os achados da pesquisa evidenciaram que a avaliaÃÃo do AEE investigada considera aspectos variados do desenvolvimento e aprendizagem do aluno com deficiÃncia intelectual. HÃ, entretanto, subutilizaÃÃo dos resultados, inexistindo monitoramento do processo de avaliaÃÃo na rede de ensino. As professoras do ensino regular revelaram uma predisposiÃÃo interna e crenÃa na aprendizagem dos alunos com deficiÃncia intelectual, distanciando-se de percepÃÃes baseadas no preconceito e estereÃtipos. Indicaram, entretanto, a necessidade de formaÃÃo especÃfica sobre o desenvolvimento e a aprendizagem dos alunos com deficiÃncia intelectual. Inferiu-se a necessidade de articulaÃÃo entre o trabalho docente realizado no ensino especializado e no ensino regular, desde o planejamento. O coordenador pedagÃgico foi considerado potencial agente de criaÃÃo de espaÃos-tempo de encontro entre os profissionais dos Ãmbitos de ensino especializado e regular. Foi proposto, por fim, um documento orientador destinado aos professores, escolas e sistema de ensino, que pretende contribuir com a articulaÃÃo qualificada entre o AEE e o ensino regular. / This research investigated the evaluation of students with intellectual disabilities, developed in specialized educational services (AEE) of Fortaleza-CE school system, with emphasis on the acquisition of writing, in order to propose comprehension strategies and joint specialized service with teaching regular, from the results of this evaluation. Specifically, it is purposed to: a) analyze the writing assessment instruments used in AEE, with students with intellectual disabilities of Fortaleza-CE school system; b) analyze the pedagogical work in the specialized educational services to students with intellectual disabilities, with an emphasis on writing assessment; c) investigate the existence of link between the pedagogical work of the teacher of AEE and teachers of regular schools for students with intellectual disabilities. The hypothesis that guided the research was that there is tiny link between the work in AEE and in regular schools for students with intellectual disabilities, with reverberations in the evaluation process. The theoretical basis were studies on Educational Evaluation located at the fourth and fifth generations of the training type, and approaching the specificity of the evaluation of students with intellectual disabilities. In Special Education the current model was considered, specifically the AEE, with support in the VygotskyÂs reference. Regarding the acquisition of writing the theoretical basis was the Psychogenesis of Written Language. The research approach was qualitative, and the type action research. The locus of the study was a school in Fortaleza-CE educational network with tradition in serving students with intellectual disabilities. The data collection instruments were document analysis, interviews and reflective and work sessions (SRT). The subjects were employees of a technique that school system, the educational coordinator, the teacher of the AEE and four teachers of regular education. Data were analyzed with methodological contribution of content analysis. The research findings showed that the evaluation of the researched AEE considers various aspects of the development and learning of students with intellectual disabilities. There are, however, under-utilization of the results, the absence of monitoring of the assessment process in the school system. The teachers of regular schools revealed an internal predisposition and beliefs of learning of students with intellectual disabilities, distancing himself from perceptions based on prejudice and stereotypes. They indicated, however, the need for specific training on the development and learning of students with intellectual disabilities. Inferred the need for coordination between the teaching work in specialized education and regular education, from planning. The pedagogical coordinator was considered potential agent of creation of space-time meeting between the professionals specialized and regular education levels. It has been proposed, finally, a guiding document of more qualified coordination between the AEE and the regular education, this for teachers, schools and education system.

O objetivo desta pesquisa é demonstrar que o direito ao trabalho, enquanto um direito social, em conformidade com a Constituição Federal de 1988, não é uma realidade para todos os cidadãos brasileiros, principalmente para as pessoas com deficiência, sendo, por isso, uma barreira para o pleno desenvolvimento dos Direitos Humanos. No mercado capitalista a inserção no mundo do trabalho depende das habilidades individuais de cada trabalhador. O nível de escolaridade é uma exigência para participação do processo seletivo, premissa da teoria do capital humano. Dessa maneira, a escola, a principal mediadora entre a família e o mundo trabalho, incorpora para si o papel de instituição social responsável pela formação e preparação de todas as pessoas, inclusive as que possuem alguma deficiência. Entretanto, as pessoas com deficiência intelectual, em especial, estão em processo de exclusão, principalmente da vida profissional, mesmo representando uma grande parcela dentre as pessoas com algum tipo de deficiência, conforme dados dos censos. A educação especial, mesmo após o lançamento pelo MEC da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, em 2008, e com as alterações decorrentes do cenário escolar, não conseguiu reverter, em proporção adequada, o quadro educacional para as pessoas com deficiência intelectual, resultando também na baixa contratação desse segmento pelas empresas. Visando a garantir a inclusão das pessoas com deficiência no mercado de trabalho, foi aprovada no Brasil, em 1991, a Lei nº. 8.213 (Art. 93) conhecido como lei de cotas, que garante de 2 a 5% de trabalhadores contratados com deficiência, Entretanto, como mostram os dados da RAIS de 2007 a 2010, mesmo havendo uma diminuição na contratação de pessoas com deficiência no mercado formal, nesse período, há um aumento na contratação de pessoas com deficiência intelectual. Em Osasco, cidade da região metropolitana de São Paulo/SP, houve um aumento acima da média nacional na contratação de pessoas com deficiência intelectual. As investigações feitas nesta pesquisa buscam demonstrar a correlação entre a educação inclusiva, a formação profissional e a sensibilização dos envolvidos na aplicação da lei, com os resultados obtidos na contratação de pessoas com deficiência intelectual neste município. / The aim of this research is to demonstrate that the right to labor (as a social right, according to the Federal Constitution of 1988) is not a reality to all Brazilian citizens, especially to people to with disabilities, therefore creating a barrier to the development of Human Rights. The entrance in the capitalist business world depends solely on the individual skills of the worker. Their education is a pre-requisite to the participation within the selection process, i.e. the premise of the human capital theory. Thus, the school, the main mediator between the family and the future business world, incorporates to itself the role of social institution, responsible for the formation and preparation of all people, including the ones with disabilities. However, people with intellectual disability, in special, are found in a process of exclusion, mainly from the professional life, even when they represent a large share among people with disabilities in general, according to the data from the census. Special education - even after the launching of the National Policy of Special Education in the Perspective of Inclusive Education by MEC, in 2008, and with the following alterations in the school perspective - was unable to revert, in adequate proportion, the educational perspective to people with intellectual disability, which resulted in a low number of people from this segment being hired by companies. By striving for the inclusion of people with disabilities in the work environment, the Law number 8.213 (Art. 93), known as law of shares, was passed in Brazil, in 1991, providing that 2 to 5% of the workforce should be of people with some kind of disability. However, as the data from the 2007 to 2010 RAIS shows, even with reduction in the hiring of people with disabilities in the formal market, in this very period, there is an increase in the recruitment of people with intellectual disability. In Osasco, a city from the metropolitan area of São Paulo/SP, there was an increase above national average rate of recruitment of people with intellectual deficiency. The studies conducted in the research tried to demonstrate the correlation between the inclusive education, the professional formation, and the awareness of the ones involved in the diligence of the law, through the results obtained by hiring people with intellectual disability in this city.

Os objetivos deste estudo foram estimar a prevalência da deficiência intelectual aos 7-8 anos de idade em uma coorte de nascimentos, através de investigação genética clínica e laboratorial e, também, investigar a etiologia da mesma e os fatores associados. Os participantes faziam parte de uma coorte acompanhada desde o nascimento e foram incluídos neste estudo por apresentar, em acompanhamentos anteriores, suspeita de atraso no desenvolvimento segundo o Teste de Rastreamento de Battelle, QI abaixo de 70 segundo a escala WPPSI e/ou problemas no comportamento observados durante entrevista. Das 4231 crianças da Coorte de 2004 de Pelotas, 214 foram selecionadas para a avaliação genética que constou de: anamnese, exame físico e dismorfológico e coleta de sangue e urina quando indicado. Criou-se um banco de dados incluindo variáves desta avaliação e dos acompanhamentos anteriores da Coorte, tais como: variáveis da gestação e do nascimento, sociodemográficas e relativas à saúde e estimulação da criança. Os dados foram processados no pacote estatístico Stata 13.0 e foi utilizada análise de variância (ANOVA). Foi considerada como tendo deficiência intelectual a criança que, além de apresentar um QI abaixo de 70, apresentava também problemas no comportamento adaptativo. Cento e setenta crianças das duzentas e quatorze selecionadas no início do estudo foram diagnosticadas com deficiência intelectual e classificadas em cinco grupos etiológicos. A maior parte das crianças (44,4%) foi classificada como tendo deficiência intelectual devida a causas não-biológicas, ou seja, ligada a fatores ambientais. O segundo maior grupo (16,6%) foi o grupo de crianças com deficiência intelectual genética que incluiu crianças com síndrome de Down, microdeleções e patologias autossômicas dominantes e patologias multifatoriais. A seguir, crianças com sequelas neonatais (13,3%) e deficiência intelectual associada a outras doenças (13,3%), como epilepsia e TDAH. O menor grupo foi o idiopático, constituído por crianças que, mesmo após investigação clínica e laboratorial, permaneceram sem diagnóstico definido. A prevalência de deficiência intelectual foi de 4,5% e a prevalência de deficiência intelectual genética de 0,66%. Apesar de algumas limitações como a identificação e seleção dos casos aos 4 anos para uma avaliação aos 7-8 anos, é importante considerar que, por ser um estudo de base populacional, com alta taxa de acompanhamento (92,0%), isto minimiza o viés de seleção. O fato dos dados serem colhidos no momento ou em um curto intervalo de tempo, considerando os diversos acompanhamentos, minimiza o viés de memória. Fora do mundo desenvolvido, são raros os estudos de coorte que avaliaram deficiência intelectual, seus fatores de risco e sua etiologia. Grande parte destes estudos, mesmo os conduzidos em países de renda alta, avaliaram a prevalência, mas não a etiologia. Os dados sugerem que boa parte destes casos poderia ser prevenida, principalmente considerando uma etiologia não-biológica, caso existissem, além do rastreamento de problemas no desenvolvimento, estratégias de intervenção educacional e de saúde. / The aims of this study were to estimate the prevalence and etiology of intellectual disability at 7-8 years of age in a birth cohort through clinical and laboratory investigation and associated factors. Participants were part of a cohort followed from birth and were included in this study due to suspected developmental delay according to the Battelle Screening Test, IQ below 70 according to WPPSI scale and / or behavior problems observed during the interview in previous follow-ups. Of the 4231 children in the 2004 Pelotas birth cohort, 214 were selected for genetic evaluation which included anamnesis, physical and dysmorphological examination and collection of blood and urine when indicated. A dataset including variables from this evaluation and the previous cohort of follow-ups such as variables of pregnancy and birth, social demographic and health-related and stimulation of the child. Data were analyzed using Stata version 13.0. Analysis of variance (ANOVA) was performed. To be considered as having intellectual disability the child that presenting an IQ below 70 and problems in adaptive behavior. One hundred and seventy children from two hundred fourteen selected at baseline were diagnosed with intellectual disability and they were classified into five etiologic groups. Most children (44.4 %) were classified as having intellectual disability due to no biological causes, i.e., linked to environmental factors. The second largest group (16.6%) was the group of children with genetic intellectual disability which included children with Down syndrome, microdeletions and autosomal dominant and multifactorial diseases. Children with neonatal sequelae accounted for 13.3% and intellectual disability associated with other diseases such as epilepsy and ADHD also accounted for 13.3%. The smallest group was idiopathic composed of children who even after clinical and laboratory investigation remained without a definite diagnosis. The prevalence of intellectual disability was 4.5 % and the prevalence of genetic intellectual disability 0.66 %. Despite some limitations such as the identification and selection of cases to four years for an assessment at 7-8 years it is important to consider that it is a population-based study with high follow-up rate (92.0 %) which minimizes selection and information bias. As data were collected in time or in a short period of time considering the several follow-ups minimize recall bias. Outside the developed world few cohort studies assessed intellectual disabilities, their risk factors and etiology. Most of these studies even those conducted in high-income countries assessed the prevalence but not the etiology. The data suggest that part of these cases could be prevented specially considering the non-biological etiology if there were screening of developmental delay and intervention strategies on health and educational bases.

The current study examined treatment intrusiveness within behavior intervention programs developed for adults with intellectual disability (ID). Behavior analysts provided demographic information about themselves, their adult clients with ID, and their clients’ behavior intervention plans, and they completed an online version of the Treatment Intrusiveness Measure (Carter et al., 2009), an instrument that provides a Base Level Intrusiveness Score (BLIS; a score computed across five areas of categorization, such as, Health and Safety) and a Modified Level of Intrusiveness Score (MLIS), which assesses the presence or absence of intrusiveness-reducing practices. Among other findings, various statistical analyses revealed (a) a significant difference between BLIS and modified (BLIS minus MLIS) intrusiveness scores, (b) the practices within which most of the intrusiveness was concentrated within behavioral treatment programs, and (c) the least- and most-utilized intrusiveness-reducing practices. Implications are provided to assist professionals working with adults with ID who engage in challenging behavior and are supported through behavior intervention services.

Written expression can be a critical skill for academic, vocational, and social pursuits. Unfortunately, research suggests that students with intellectual and developmental disabilities (IDD) struggle to develop writing skills. Paragraph text-writing is a component of written expression and refers to constructing multiple sentences about a singular topic with appropriate capitalization, punctuation, and grammar. The present study investigated the effects of a multicomponent intervention of explicit instruction and timed practice on the paragraph text-writing skills of four secondary student with IDD. The study included four dependent measures (paragraph text-writing rubric, total words written, and correct and incorrect writing sequences) and used a multiple-probe across participants design. Visual analysis and effect sizes revealed modest results. Three participants showed improvement on at least one of the dependent measures; one participant showed no improvement at all. The practical implications of this study are discussed within the context of existing writing literature, and the limitations are presented.

Students with Intellectual Disabilities (ID) struggle with writing. Writing is an important skill for everyday life; therefore, it is essential that students with ID receive effective writing instruction. Explicit writing instruction adhering to the Strategic Instruction Model (SIM) has shown to be an effective writing strategy for postsecondary students with ID. However, the impact of simple sentence writing instruction has not been studied for this population. Therefore, the purpose of this study was to assess the efficacy of part I of the Proficiency in Sentence Writing Strategy (Sheldon & Schumaker, 1999). Results indicate that students were able to learn and apply the vocabulary concepts needed to use the strategy (ES = 0.808), but that the simple sentence writing intervention had no effect on students overall writing quality.

Research demonstrates that video modeling and visual activity schedules have been effective in teaching students with disabilities a variety of skills. However, the instructional procedures used to teach students to acquire the necessary skills to perform the tasks can take time for the students and the instructors. A behavior skills training package was investigated within a multiple probe design across students to determine if four elementary aged students with intellectual disability, with and without autism spectrum disorder, could acquire self-instructional skills. The dependent variables in the study were the effects of behavior skills training on the acquisition of self-instructional skills and the effects of video activity schedules on the acquisition of novel skills. The independent variable was behavior skills training. Three students were able to acquire the self-instruction skills in an effective and efficient manner using behavior skills training. After learning how to navigate the video activity schedules, three students were able to generalize and maintain the self-instruction skills to learn novel tasks. The results suggest that behavior skills training may be an effective instructional strategy for teaching self-instructional skills to students with intellectual disability.

Constant time delay (CTD) and progressive time delay (PTD) are both evidence-based practices used to teach students with intellectual disability (ID). The prompt delay strategies have been used for instruction with academics, social, vocational, and communication skills. There is limited research regarding the differential effectiveness of the time delay variations for teaching academic content to students with ID. The present study compares the effects of CTD and PTD in the acquisition of academic content with four students with ID. An adapted alternating treatments design was used to compare the effectiveness and efficiency of the two procedures. Generalization was assessed across settings, participants, and materials. Results indicated that both strategies were effective but PTD was more efficient in regards to number of errors and average time to criterion.

Past literature has showed that there have been several misdiagnosis of mental illness due to client’s delays in speech or introspection caused by an intellectual disability. It is believed that the intellectual disability is either interfering with the proper mental health diagnosis or a mental health diagnosis is unnecessarily being added to an intellectual disability. The study used a qualitative design that asked four psychiatrists on how they are treating their clients with an intellectual disability in addition to their mental illness. The interview guide asks about the difficulty in diagnosing individuals with a mental illness and a co-occurring intellectual disability. The proportion of clients also having an intellectual disability and co-occurring mental illness ranged from 5 to 20%. The problems that psychiatrists are running into are the fact that patients are not being correctly diagnosed before the age of 18 and are not able to get the resources that are needed, such as Inland Regional services.

This in-depth qualitative, phenomenological (Smith & Fowler, 2009) research study attempted to understand the experiences of young adults with intellectual disability who had completed a 2-year, inclusive postsecondary education program. 13 participants (4 former students with ID, 5 parents, and 4 Postsecondary Education staff members) participated in semi-structured interviews. Interviews were coded to provide themes amongst each individual group of participants. A document review was also conducted to better understand the program components and add validity to self-reports from interviews. Results were analyzed and used to provide implications for future research and program development.