Det har forskats mycket om fysisk aktivitets positiva effekter på människokroppen rent fysiskt. Tidigare har det inte varit en naturlig del av behandlingen inom psykiatrin vilket gjorde författarna nyfikna på hur det kan lyftas fram i vården av personer med psykiska funktionsnedsättningar. Syfte: Syftet med litteraturstudien var att beskriva hälsoeffekterna av fysisk aktivitet för personer med psykiska funktionsnedsättningar och sjuksköterskans stöd genom handledning. Metod: Litteraturstudie. Resultat: Under sammanställningen av resultatet framkom att sjuksköterskor kan ge stöd genom Motiverande samtal (MI) som var av central betydelse. Då patienten själv hörsammas och bygger upp sina mål som ska vara mätbara tillsammans med utbildad vårdpersonal, men även genom stöd i patienternas egen utbildning och kunskap av den fysiska aktivitetens positiva inverkan på psykisk ohälsa. Slutsats: Sjuksköterskans metod att stödja och motivera personer med psykiska funktionsnedsättningar till att utöva fysisk aktivitet visade sig vara flera. Då det var viktigt med personcentrarad metod, var viktigt att de behärskade och kände till olika vägar att kunna motivera personer med psykiska funktionsnedsättningar. Andra betydelsefulla tillvägagångssätt var god vårdrelation, individualiserade träningsprogram, samt stöd och utbildning i de positiva hälsoeffekterna som fysisk aktivitet gav. / It has been researched a lot of physical activity beneficial effects on the human body physically. Previously, there has been a natural part of treatment in psychiatry, which made the authors curious about how it can be highlighted in the care of people with mental disabilities. Aim: The purpose of this study was to describe the health benefits of physical activity for people with mental disabilities and nurse support through tutoring. Methodology: During the compilation of the results revealed that nurses can provide support through the Motivational Interviewing (MI) was of central importance. When the patient heard and build up their goals to be measurable with trained medical staff, but also through support of patient self-education and knowledge of the physical activity's positive impact on mental health. Conclusion: The nurse's approach to support and motivate people with mental disabilities to exercise physical activity was found to be several. Then it was important to the ruled and knew the different ways to motivate people with mental disabilities. Other important approaches were good care relationship, individualized exercise programs, and support and training in the health benefits that physical activity gave.

PEDAGOGICKÁ FAKULTA UNIVERZITY KARLOVY Abstract Education and preparation for the profession of people with mental disabilities in Teplice region 21.4.2011 Zdeněk Herman Abstrakt Despite all the problems in the Ranks of the cultural environment and the composition of the people after the unemployment I was led to believe it is not always the main factor in recruitment. Or maybe education is not the main determinant, though primarily affiliated, but the nature of personality, diligence and hard work are determinants, which are the quintessence of the employer's requirements. Sometimes such values in the family of people with mental disabilities are more problematic to implement, then the values would lead the school. The success of the equipment of the positive values depends on the quality of the school and its leadership. I knew that in Teplice there are that at least two schools are for high quality and fully prepare people with mental disabilities in practical life. However several shortcomings need to be improved. the largest work can be motivation of pupils with mental disabilities to individual decision-making, working and not being comfortable, aware of the need to work and not wanting to stay at home when they have rent. Motivation is the key factor for improving the quality of life of people.

SUMMARY: In my diploma work deals with evaluating the quality of life of persons with intellectual disabilities by their parents. The work used quantitative educational research, specifically survey. The first section summarizes selected theoretical background on the issue of mental disability and quality of life of people with intellectual disabilities. In the second part of my thesis is described by the research, which was investigated methods, what strategies were used and research items have been collected. The results obtained are summarized in the final part. The aim of this thesis was to explore whether a range of social services in Pardubice significant indicator of quality of life of people with intellectual disabilities from the perspective of their parents. The results show that it is not.

The Rosa Daily Stationary provides a service for people with mental or combined disabilities. The stationary supports the progress of the self-reliance and social inclusion of the disabled person in society. The target group is people aged 6 to 60 who are in an unfavorable social situation (for example the disabled person is not able to care for himself - daily hygiene, food, dressing). The goal of this service is to integrate the individual into society, enable people to interact, develop communication and to spend leisure time actively. The major aim of my diploma thesis was to find out how the quality of the provided services in the stationary is evaluated. The partial research questions try to investigate how staff, users and parents assess the quality of the services provided. The research team consisted of users, parents and staff. I created an anonymous questionnaire for each group of respondents. Questions in the questionnaire were very similar. I have divided the questionnaire into 4 rounds - evaluating of Rosa, Rosa's environment, stationary services and personnel ensuring The survey was mainly focused on services with which respondents were less satisfied and on risk factors that could contribute to dissatisfaction. To some users, with regard to their state of health, I help to filling...

Made available in DSpace on 2016-04-27T16:33:19Z (GMT). No. of bitstreams: 1 Jose Luiz Germano Martins.pdf: 3157599 bytes, checksum: d390715e78bc40634190511093e20b32 (MD5) Previous issue date: 2007-03-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study aims at investigating the interaction between mentally impaired students enrolled on regular school courses and their classmates, and identifies evidences of rejection or acceptance behaviors. This work verifies the variation in the levels of acceptance or rejection by comparing two schools, one with an implemented inclusion program and other with no such concern. It is based upon the concept that inclusion processes bring about new questions that require investigation and in the presumption that a mental impairment (as a negative characteristic of a student) brings difficulties to his social relationships which can be reduced by well defined inclusion policies. Two hypotheses are proposed considering this: first, that the rejection levels towards mentally disabled students are high, especially in terms of study matters, due to their learning capability; and second, that the existence of a pedagogic program on school inclusion favors interpersonal relationships between the mentally impaired student and his classmates. Pursuing a broader view of the students relationships and answers to these questions, the main data collection tool was the sociometric test. It has been chosen due to its competency for denoting multiple aspects of the social processes in a more vivid and spontaneous manner, and for its versatility and universality. The research was conducted with students of the second grade of one school and with students of the fourth grade of a different one. It verifies the effects of a pedagogic program on school inclusion, present in only one of the two schools, in the relationships established by the disabled students. Considering the interaction between regular students and disabled ones, it was found that penalty truly existed in all fields surveyed, named affectivity, playing and study. But differences were observed as the rejection levels towards the disabled student were not the highest in one school meanwhile the presence of the disabled student was not even noticed in the other. This was expected and had been registered before in the literature (Moreno, Bastin). The hypothesis of highest disadvantage in terms of study, probably due to learning deficiencies of the impaired students, has not been verified as they have not been the most reject students. Similarly, their rejection levels in terms of study were not above their average regarding the other topics of the survey. Finally, there has been no confirmation regarding the hypothesis of social relationships benefits for the disabled student in a school with a pedagogic program on school inclusion. In fact, the study pointed that regular students seemed to consider the disabled student more like a classmate than in the school with the inclusion policy / O presente trabalho teve por objetivo investigar como ocorrem as interações entre o aluno deficiente mental incluído em escola regular e os demais colegas de classe, buscando verificar as manifestações de rejeição e de aceitação do primeiro e de verificar se esses níveis de rejeição e aceitação sofrem alteração entre uma escola que tenha um projeto definido de inclusão escolar e outra que não tenha. Partiu-se do princípio de que os processos de inclusão trazem à tona novas questões que merecem ser investigadas e que a deficiência mental, como marca negativa do sujeito, interfere nas relações sociais, mas que estas tendem a diminuir em escola com projeto definido de inclusão escolar. Nesse sentido, formulamos duas hipóteses: 1) que os índices de rejeição dos alunos com deficiência mental são altos, especialmente no quesito estudos, dada as suas dificuldades de aprendizagem; 2) a existência de um projeto político-pedagógico explícito de inclusão escolar favorece as relações interpessoais entre o aluno deficiente mental e seus pares. No intuito de se obter uma visão mais abrangente das relações entre os alunos e respostas aos questionamentos que movem o estudo a ser realizado, o instrumento básico adotado para a coleta de dados foi o teste sociométrico, porque possui grande capacidade para ressaltar os espaços múltiplos do processo social de forma mais viva e espontânea e por seu caráter de versatilidade e universalidade. A pesquisa foi realizada em duas escolas distintas (em uma delas em classe de 2ª série e, na outra, de 4ª), sendo que uma delas possui projeto político pedagógico voltado à inclusão e a outra não, com o intuito de verificar quais as possíveis repercussões desse fato nas relações estabelecidas entre os alunos estudados. Com relação às interações entre os alunos normais e o aluno com deficiência mental, pode-se constatar que, se é verdade que existem prejuízos em todos os quesitos estudados, ou seja, afetividade, brincadeiras e estudos, eles se manifestam de maneira diferente, pois enquanto em uma escola o aluno deficiente praticamente não existe para seus colegas, na outra, os índices de rejeição do aluno deficiente não são os mais elevados da classe, situando-se dentro de parâmetros esperados apontados pela literatura especializada (Moreno, Bastin). Quanto ao maior índice de prejuízos quando se trata na área de estudos, pela provável maior dificuldade dos alunos incluídos em aprender, a hipótese não se confirmou, posto que os alunos não foram os mais rejeitados das classes, bem como, para cada um deles, o número de rejeições nesse quesito não foi superior aos dos demais quesitos. Finalmente, a hipótese de que um projeto político-pedagógico sobre inclusão escolar deveria favorecer as relações sociais entre o aluno deficiente e seus pares não se confirmou, já que nos pareceu que nesta última, o aluno foi tratado muito mais como um colega como tantos outros do que na primeira escola

Made available in DSpace on 2016-04-27T16:33:22Z (GMT). No. of bitstreams: 1 Maria Aparecida Augusto Satto Vilela.pdf: 786537 bytes, checksum: c068b2b27a9ddf743ad4c823109d1316 (MD5) Previous issue date: 2006-08-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This paper, of documental characteristic, deals with the concept of mental disability, searching to identify the spread conceptions of this concept in the magazine Revista Educação, during the period of 1927 to 1946. The choice of this magazine, as well as the period, was configured later that I had access to the research project co-coordinated by Bueno (1995), through that report I could verify that although a special education policy of vast and organic aspect had only appeared after the 1950 s, in São Paulo, during the first half of the last century conditions for its emergence had been prepared, among those the spread of a specific perspective about handicapped people, based on what Januzzi (2004) called doctor-physiological model .Among all the material collected for that research I was attracted by the magazine Education, which circulated uninterruptedly in Saõ Paulo from 1927 through 1946 and had a relevant role because it has spread the educational ideas of that period and the orienting principles of education policy. In order to analyze the contents divulgated by the articles of this periodic I have used the criteria established by Bardin (1977), through the selection of several divulgated contents, the classification and organization of these contents in thematic groupings and the construction of thematic categories a posteriori, with the gathering of the close thematic groupings (concept of intelligence, applied terminology characterization of the abnormality, classification of the abnormalities and causes of the abnormalities The main findings resulting from the analysis of the 27 selected articles were: the spread of the intelligence concept as an inherited and immutable characteristic, great inaccurate terminology typical of a period in which the special education was being prepared, low concern about a deeper characterization of intellectual abnormality; ambiguous and anachronistic classifications of the different kinds of intellectual abnormality and emphasis in the hereditary and irreversibleness of this abnormality, although few studies had emerged where they did not impute to it the only cause of the intellectual abnormality / Este trabalho, de cunho documental, versa sobre o conceito de deficiência mental, procurando identificar as concepções disseminadas na Revista Educação, no período de 1927 a 1946. A escolha pela revista e pelo período configurou-se depois que tive acesso ao Relatório de Pesquisa coordenado por Bueno (1995), por meio do qual pude constatar que, embora uma política de educação especial de caráter mais amplo e orgânico tenha surgido somente após os anos de 1950, em São Paulo, durante a primeira metade do século passado foram gestadas as condições para o seu surgimento, entre elas, a disseminação de uma determinada perspectiva sobre os deficientes, calcada no que Jannuzzi (2004) denominou de modelo médico-psicológico. Dentre todo o material coletado por aquela pesquisa chamou-me a atenção a Revista Educação, que circulou ininterruptamente em São Paulo de 1927 até 1946 e que teve um papel de relevância, pois propagou o ideário educacional do período e os princípios orientadores das políticas de ensino. Para analisar os conteúdos veiculados pelos artigos desse periódico, utilizei critérios estabelecidos por Bardin (1977), por meio da seleção dos diferentes conteúdos veiculados, da classificação e organização desses conteúdos em agrupamentos temáticos e a construção de categorias temáticas a posteriori, com a junção de agrupamentos temáticos próximos (conceito de inteligência, terminologias utilizadas, caracterização das anormalidades, classificação das anormalidades e causas das anormalidades). Os principais achados decorrentes da análise dos 27 (vinte e sete) artigos selecionados foram: a disseminação do conceito de inteligência como característica herdada e imutável; grande imprecisão terminológica característica de um período em que o campo da educação especial estava sendo gestado; pequena preocupação com uma caracterização mais aprofundada da anormalidade intelectual; classificações ambíguas e anacrônicas dos diferentes tipos de anormalidades intelectuais; e uma ênfase na hereditariedade dessa anormalidade, embora tenham surgido alguns poucos estudos em que não se imputava a ela a única causa das anormalidades intelectuais

Made available in DSpace on 2016-04-25T20:20:38Z (GMT). No. of bitstreams: 1 Cristina Abranches Mota Batista.pdf: 3424032 bytes, checksum: 7e817922ca55bc3209c700e8ed99ec97 (MD5) Previous issue date: 2012-05-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The demand for school inclusion of students with mental disabilities we face today has caused a great commotion for all of those involved, both students and their families and educators of regular schools and professionals of specialized institutions. This research aims to address this theme analyzing the diagnosis and definition of this disability. Along the way, we encountered the heavy load of studies and researches on this subject, which are characterized by the profound discrimination which has historically followed this disability, as well as the difficulties human beings face when dealing with it. As a result, studies and solutions provided by the modern with the purpose of achieving normative ideals had segregative characteristics. Thus, specialized actions were taken towards people diagnosed with a disability associated to an organic and incurable pathology. In addition, the mental disability was slowly identified as children s intellectual and developmental disabilities, which made it become a monopoly of behavioral and organicistic sciences. When discussing this theme, psychoanalysis introduced the matter of the subject, which triggered an actual subversion of how de disability was approached, making it possible to introduce the subject of the unconscious in a clinic filled with behavioral concepts. Thus, we analyzed the psychoanalytical approach on the inhibition and difficulties to advance in this study, with the purpose of going beyond the understanding of a simple cognitive deficit for this disability. Therefore we dedicated a chapter to the disability, on how the subject, in a weak position, builds social ties and how the subject faces instances of symbolic, imaginary and real. Analysis of contemporaneity was required so that we can understand the world where we live and the place occupied by the current inclusion movement. We verified that we live a moment when an anthropological turn is taking place, where both social life and according to some authors, the very psychic economy. Our time is characterized by the weakening of the Great Other, by the loss of legitimacy of the father figure, which evidently have consequences on the subject, and, not by chance, the disability is increased in this context. In our contemporaneity, specialized institutions created in order to enforce segregation are able to reverse this process taking part of inclusion and enabling the subject to leave that weak position. However, this possibility is created if they accept changing themselves and performing actions which include subjective issues, normative and homogenizing ideals. The last chapter explores school institutions and those institutions specialized in education, mastery and teaching, expressing our point of view that the inclusion will take place when the subject is included in all of these functions of an institution / A exigência de inclusão escolar de alunos com deficiência mental que presenciamos em nossos dias tem causado grande celeuma para todos os atores envolvidos, tanto os alunos e seus familiares, quanto os educadores das escolas comuns e profissionais das instituições especializadas. Esta pesquisa se propõe a abordar esse tema contemplando o diagnóstico e a definição dessa deficiência. Nós nos deparamos, ao longo de nosso percurso, com o pesado legado dos estudos e pesquisas científicos a esse respeito, os quais se caracterizam pela profunda discriminação que historicamente acompanhou essa deficiência, assim como com as dificuldades que o ser humano tem em lidar com ela. Como efeito, os estudos e as soluções que a sociedade moderna encontrou no intuito de atender seus ideais normativos tiveram características segregativas. Dessa forma, as ações especializadas foram dirigidas a um público diagnosticado com uma deficiência associada a uma patologia orgânica e incurável. Somado a esse fato, a deficiência mental foi aos poucos se configurando como um déficit no desenvolvimento infantil e intelectual, o que fez com que ela se tornasse durante muito tempo monopólio das ciências comportamentais e organicistas. A psicanálise, ao se debruçar sobre o tema, introduziu a questão do sujeito, o que desencadeou uma verdadeira subversão na abordagem da deficiência, possibilitando introduzir o sujeito do inconsciente numa clínica impregnada de conceitos comportamentais. Diante deste fato, contemplamos a abordagem psicanalítica sobre a inibição e a debilidade para avançar nesse estudo, com a intenção de ir além da compreensão de um simples déficit cognitivo para essa deficiência. Assim, dedicamos um capítulo ao estudo da debilidade - como o sujeito, na posição débil, constrói seus laços sociais e como se situa perante as instâncias do simbólico, imaginário e real. A análise da contemporaneidade nos foi necessária para podermos entender o mundo em que vivemos e o lugar ocupado pelo atual movimento de inclusão. Constatamos que vivemos num momento em que está se dando uma verdadeira virada antropológica , na qual vem se transformando tanto a vida social, quanto, segundo alguns autores, a própria economia psíquica. Nossa época se caracteriza pelo enfraquecimento do Grande Outro, pela perda de legitimidade da figura paterna, o que evidentemente tem consequências sobre o sujeito; não por acaso, a debilidade tem se ampliado neste contexto. As instituições especializadas criadas para instituir a segregação têm, em nossa contemporaneidade, a possibilidade de inverter este processo participando da legenda da inclusão e possibilitando uma saída da posição débil para o sujeito. No entanto, esta possibilidade se apresenta com a condição de que aceitem se transformar e desenvolver ações que contemplem as questões subjetivas, libertando-se dos ideais normativos e homogeneizadores. O último capítulo se debruça sobre as instituições escolares e especializadas nos eixos da educação, da mestria e do ensino, reiterando nosso ponto de vista de que a inclusão se dá na medida em que se consegue a inclusão do sujeito em todas essas funções de uma instituição

Made available in DSpace on 2016-04-26T14:53:35Z (GMT). No. of bitstreams: 1 Cristina Abranches Mota Batista.pdf: 3424032 bytes, checksum: 7e817922ca55bc3209c700e8ed99ec97 (MD5) Previous issue date: 2012-05-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The demand for school inclusion of students with mental disabilities we face today has caused a great commotion for all of those involved, both students and their families and educators of regular schools and professionals of specialized institutions. This research aims to address this theme analyzing the diagnosis and definition of this disability. Along the way, we encountered the heavy load of studies and researches on this subject, which are characterized by the profound discrimination which has historically followed this disability, as well as the difficulties human beings face when dealing with it. As a result, studies and solutions provided by the modern with the purpose of achieving normative ideals had segregative characteristics. Thus, specialized actions were taken towards people diagnosed with a disability associated to an organic and incurable pathology. In addition, the mental disability was slowly identified as children s intellectual and developmental disabilities, which made it become a monopoly of behavioral and organicistic sciences. When discussing this theme, psychoanalysis introduced the matter of the subject, which triggered an actual subversion of how de disability was approached, making it possible to introduce the subject of the unconscious in a clinic filled with behavioral concepts. Thus, we analyzed the psychoanalytical approach on the inhibition and difficulties to advance in this study, with the purpose of going beyond the understanding of a simple cognitive deficit for this disability. Therefore we dedicated a chapter to the disability, on how the subject, in a weak position, builds social ties and how the subject faces instances of symbolic, imaginary and real. Analysis of contemporaneity was required so that we can understand the world where we live and the place occupied by the current inclusion movement. We verified that we live a moment when an anthropological turn is taking place, where both social life and according to some authors, the very psychic economy. Our time is characterized by the weakening of the Great Other, by the loss of legitimacy of the father figure, which evidently have consequences on the subject, and, not by chance, the disability is increased in this context. In our contemporaneity, specialized institutions created in order to enforce segregation are able to reverse this process taking part of inclusion and enabling the subject to leave that weak position. However, this possibility is created if they accept changing themselves and performing actions which include subjective issues, normative and homogenizing ideals. The last chapter explores school institutions and those institutions specialized in education, mastery and teaching, expressing our point of view that the inclusion will take place when the subject is included in all of these functions of an institution / A exigência de inclusão escolar de alunos com deficiência mental que presenciamos em nossos dias tem causado grande celeuma para todos os atores envolvidos, tanto os alunos e seus familiares, quanto os educadores das escolas comuns e profissionais das instituições especializadas. Esta pesquisa se propõe a abordar esse tema contemplando o diagnóstico e a definição dessa deficiência. Nós nos deparamos, ao longo de nosso percurso, com o pesado legado dos estudos e pesquisas científicos a esse respeito, os quais se caracterizam pela profunda discriminação que historicamente acompanhou essa deficiência, assim como com as dificuldades que o ser humano tem em lidar com ela. Como efeito, os estudos e as soluções que a sociedade moderna encontrou no intuito de atender seus ideais normativos tiveram características segregativas. Dessa forma, as ações especializadas foram dirigidas a um público diagnosticado com uma deficiência associada a uma patologia orgânica e incurável. Somado a esse fato, a deficiência mental foi aos poucos se configurando como um déficit no desenvolvimento infantil e intelectual, o que fez com que ela se tornasse durante muito tempo monopólio das ciências comportamentais e organicistas. A psicanálise, ao se debruçar sobre o tema, introduziu a questão do sujeito, o que desencadeou uma verdadeira subversão na abordagem da deficiência, possibilitando introduzir o sujeito do inconsciente numa clínica impregnada de conceitos comportamentais. Diante deste fato, contemplamos a abordagem psicanalítica sobre a inibição e a debilidade para avançar nesse estudo, com a intenção de ir além da compreensão de um simples déficit cognitivo para essa deficiência. Assim, dedicamos um capítulo ao estudo da debilidade - como o sujeito, na posição débil, constrói seus laços sociais e como se situa perante as instâncias do simbólico, imaginário e real. A análise da contemporaneidade nos foi necessária para podermos entender o mundo em que vivemos e o lugar ocupado pelo atual movimento de inclusão. Constatamos que vivemos num momento em que está se dando uma verdadeira virada antropológica , na qual vem se transformando tanto a vida social, quanto, segundo alguns autores, a própria economia psíquica. Nossa época se caracteriza pelo enfraquecimento do Grande Outro, pela perda de legitimidade da figura paterna, o que evidentemente tem consequências sobre o sujeito; não por acaso, a debilidade tem se ampliado neste contexto. As instituições especializadas criadas para instituir a segregação têm, em nossa contemporaneidade, a possibilidade de inverter este processo participando da legenda da inclusão e possibilitando uma saída da posição débil para o sujeito. No entanto, esta possibilidade se apresenta com a condição de que aceitem se transformar e desenvolver ações que contemplem as questões subjetivas, libertando-se dos ideais normativos e homogeneizadores. O último capítulo se debruça sobre as instituições escolares e especializadas nos eixos da educação, da mestria e do ensino, reiterando nosso ponto de vista de que a inclusão se dá na medida em que se consegue a inclusão do sujeito em todas essas funções de uma instituição

Notre recherche concerne les conditions d’acceptabilité de la parentalité dans deuxcirconstances : chez les personnes présentant des difficultés d’apprentissage qui souhaitent avoir un enfant et dans des conditions de procréation médicalement assistée post-mortem. Notre recherche est basée sur la Théorie Fonctionnelle de la cognition de Norman Anderson (1981). Concernant l’étude portant sur le désir de devenir parent chez des personnes atteintes d’un handicap mental : 304 participants ont jugé du degré d’acceptabilité de chacun des 60 scénarios proposés, résultant de la combinaison de cinq facteurs : « degré de retard mental », « entourage familial », « stabilité de la relation », « partenaire » et « attitude des parents ». Pour l’étude portant sur la parentalité en faisant appel à une procédure de procréation médicalement assistée post-mortem : 166 participants ont jugé du degré d’acceptabilité des 48 scénarios proposés. Ils résultent de la combinaison de quatre facteurs : « statut marital », « accord des beaux parents », « délai d’utilisation du sperme » et « souhait du conjoint ». Pour l’étude portant sur la parentalité des personnes présentant des difficultés d’apprentissage, il apparaît que les cinq facteurs manipulés jouent un rôle dans le jugement d’acceptabilité. Il s’agit par ordre croissant des facteurs : « entourage familial », « partenaire » « degré de retard mental », « stabilité de la relation» et « attitude des parents ». Concernant l’étude portant sur la parentalité dans des cas de procréation médicalement assistée postmortem, trois des quatre facteurs manipulés influencent le jugement d’acceptabilité des participants. Par ordre d’importance croissant, il s’agit des facteurs : « souhait du conjoint », « accord des beaux parents » et « statut marital ». Le facteur « délai d’utilisation du sperme » n’a pas eu d’effet significatif. / The purpose of this research is to assess the factors influencing the level of acceptability ofparenthood in two situations: people with learning disabilities who wish to have a child, and medically assisted post-mortem procreation. This study is based on the Functional Theory of Cognition of Norman Anderson (1981). Regarding the study on people with learning disabilities who wish to have child: 304 participants evaluated the acceptability of each of the 60 proposed scenarios resulting from a combination of five factors: "level of mental retardation", "family circle", "stability of the relationship", "partner" and "parents attitude". Concerning the study on parenthood via medically assisted post mortem procreation: 166 participants assessed the acceptability of the 48 proposed scenarios resulting from the combination of four factors: "marital status", "in-laws parent agreement", "sperm use period" and "wish of the spouse". Regarding the study on parenting for people with learning disabilities, it appears that all five factors play a role in the degree of acceptability: in ascending order "family circle", "partner", "degree of mental retardation", "stability of the relationship" and "parents attitude". Concerning the study of parenthood in cases of medically assisted post-mortem procreation; three of the four factors studied had an influence on the participants' acceptability. In order of importance, "wish of the spouse", "in-laws parents’ agreement" and "marital status" were mostly decisive. The "sperm use period" factor had no significant effect.

Specialiosios pedagogikos fizinio ugdymo didaktikos srityje stinga tyrimų, analizuojančių vidutinę proto negalę turinčių vaikų fizinio ugdymo turinį, orientuotą į tai, kad ir vidutinę proto negalę turintiems vaikams, tikslingai parenkant fizinio ugdymo turinį (fizines ypatybes lavinančius pratimus), įvedant ir emocinio pasitenkinimo momentų (muzika, šokis, žaidimai) plėtotųsi kiekybiniai ir kokybiniai fizinių ypatybių rodikliai. Iškelta hipotezė, teigianti, jog tiriamosios grupės interesus ir poreikius atitinkanti mūsų sudaryta eksperimentinė fizinio ugdymo programa bus priimtinesnė sutrikusio intelekto vaikams dėl įdomesnių, emocionalesnių, patrauklesnių, nenusibodusių aerobikos pratimų derinimo prie muzikinio fono. Kokybiniu eksperimentu buvo atliktas tyrimas, kurio tikslas - ištirti vidutiniškai sutrikusio intelekto vaikams sudarytos aerobikos taikymo per fizinės veiklos pamokas programos priimtinumą jų emocinei raiškai ir motorikos lavinimui. Atlikta kokybinė duomenų analizė. Tyrime dalyvavo Šiaulių specialiosios mokyklos 7-14 metų ugdytiniai, vidutiniškai sutrikusio intelekto, turintys įvairių kompleksinių sutrikimų ( endokrininės sistemos sutrikimas, nutukimas, netaisyklinga laikysena, plokščiapadiškumas, akių ligos, Autizmo sindromas ), vaikų cerebrinį paralyžių ir kt. Tyrime dalyvavo 10 vaikų. Empirinėje dalyje testavimo būdu buvo nustatinėjami šie tyrimo objekto kintamieji: fizinės ypatybės - judesių koordinacija ir pusiausvyra (Eurofit‘o modifikuoti testai)... [toliau žr. visą tekstą] / The special school teacher’s physical upbringing didactics, remit lacks research these are analyzing intrinsic mind disability having children physical peculiarity purport, orientative for this, that and for unimpressive mind disability having children, expediently choose physical upbringing purports (physical features which educate routine), introductional and emotional changing moments (music, dance, games) developing quantitative and qualitative physical features exponents. There dislodged hypothesis, proposing, that searching group interests and requirements corresponding our made experimental physical upbringing program, will be more accepted for the disturbed intellect people (children) for more interesting, more emotional, more attractive, not boring aerobic routine turing by the musical context. The qualitative experiment was transacting research, which purpose is- explore ardinary disturbed intellect children made by the aerobical uses too physical lesson programs, admissibility for them emotional expression and the motorical training. Made qualitative information analysis. In analysis contested Šiauliai special school 7-14 years school-child, middily disturbed intellect, having variously complexive flusters. In research contested 10 schoochilds. In the empirintitive sections contestitive temper were designating these exploratory object rotationals: physical features – movement coordination and balance (Eurofit’s modifitive tests), posture (Heoger’s modifical... [to full text]