This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT). The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school. The study was embedded in an interpretivist paradigm and used a qualitative research approach. Sampling was purposive and participants were selected based on the researcher’s pre-defined purpose for the study. Ethical approval was sought from the University of South Africa and prior to conducting research consent forms were signed by all participants. Data were collected using questionnaires with open-ended questions, face to face interviews and document analysis. Data analysis was done through thematic coding (noting recurring patterns of information) and the development of major themes based on qualitative data collected. Findings revealed the need for more technology in the research site (such as iPads and laptops), as well as the need for staff training in order to effectively use the technology. Furthermore, having more educational assistants to support students with more complex needs was also highlighted. Findings from face-to-face interviews indicated themes articulating with the above mentioned. This included the need for time to plan for the use of Assistive Technology in the classroom, along with time to familiarize oneself with the various forms of technology available. Training to effectively implement and support the technology was highlighted, as was time to engage with other colleagues and develop a collegial enquiry for the effective use of Assistive Technology to support all learners in the mainstream class. Findings from documents reviewed showed significant focus on the need for diagnosis to be able to select intervention strategies for the classroom and instruction. When staff were aware of a child’s medical, cognitive or mental health diagnosis, appropriate supports could be explored. The school support documents reviewed indicated a clear requirement for updated testing and setting of goals for students, to be supported by the strategies. Recommendations made for the effective use of AT included the promotion of professional development in staff and the establishment of professional learning communities which value the sharing and exchange of information regarding knowledge and skills. Furthermore, a framework is proposed which may be used by schools using assistive technology in supporting learners in mainstream schools so that learning may be enhanced. A further longitudinal study was recommended for the future to determine the impact of the use of AT to support inclusion when relevant staff training is available, applicable and ongoing. / Inclusive Education / D. Ed. (Inclusive Education)

Le vieillissement démographique augmente rapidement la représentation des personnes âgées de plus de 50 ans parmi les utilisateurs d’aides à la mobilité motorisées (AMMs), telles que le fauteuil roulant motorisé et le quadriporteur. Le but général de la thèse est de rendre compte d’une démarche d’analyse des effets des AMMs au cours des premiers 18 mois d’utilisation chez les adultes d’âge moyen et les aînés. Notre question de recherche concerne la nature et l'importance des effets sur le fonctionnement, la pertinence sociale et le bien-être subjectif, ainsi que les liens entre les divers facteurs impliqués dans leur impact optimal. La thèse s’articule en trois volets, synthétique, méthodologique et analytique, dont les principaux résultats sont présentés dans quatre articles scientifiques. Le volet synthétique comprend une recension systématique qui révèle la représentation marginale des personnes âgées de plus de 50 ans dans les publications scientifiques sur les effets des AMMs et le faible niveau de preuve dans ce champ d’études. Les travaux liés à ce volet proposent également un cadre d’analyse reliant l’intention d’utiliser l’AMM, les habitudes de déplacements, les dimensions d’effets des AMMs sur le fonctionnement, la pertinence sociale et le bien-être subjectif, ainsi que quatre catégories de cofacteurs associés à l’utilisation (personne, aide technique, intervention, environnement). Le volet méthodologique assemble un dispositif de mesure comprenant 5 questionnaires et 18 indicateurs arrimés au cadre d’analyse et démontre l’applicabilité de l’ensemble des questionnaires pour une administration téléphonique. La validation transculturelle de deux questionnaires implique deux études réalisées auprès d’utilisateurs d’AMMs âgés de 50 à 84 ans (n=45). Ces travaux confirment la fidélité test-retest et l’équivalence des questionnaires traduits avec la version d’origine. Finalement, le volet analytique se concentre sur l’étude des habitudes de déplacements chez 3 cohortes (n=116) de personnes âgées de 50 à 89 ans, recrutées en fonction du stade d’utilisation de l’AMM. Les résultats suggèrent une amélioration de l’aire de mobilité après l’utilisation initiale ou long terme de l’AMM en comparaison avec une cohorte en attente de l’AMM, ainsi qu’une augmentation significative de la fréquence des déplacements autour du domicile et dans le voisinage. Trois facteurs associés à une aire de mobilité optimale, à savoir le genre, la nature des objectifs de participation de l’utilisateur et le type d’appareil utilisé, sont identifiés par des analyses de régression linéaires contrôlant pour l’âge. La thèse soutient l’importance de tenir compte de l’environnement et d’une combinaison de facteurs reliés à la personne et à l’aide technique pour saisir les effets des AMMs au cours des premiers mois d’utilisation. Ces résultats ouvrent la voie au suivi systématique des utilisateurs d’AMMs par les professionels de réadaptation, puisqu’ils confirment l’utilité du dispositif pour en mesurer les effets et ciblent les déterminants de la mobilité des utilisateurs d’AMMs âgés de plus de 50 ans. / Mobility-related subsidy programs are being challenged by the aging of the population as adults aged over 50 years become the most prevalent users of power mobility devices (PMDs), such as power wheelchairs and scooters. The thesis examines the impacts of PMDs for middle-aged and older adults during the first 18 months of use. Our research question concerns the nature and magnitude of outcomes pertaining to effectiveness, social significance and subjective well-being, as well as the factors associated with outcomes. The thesis comprises three sections: conceptual, methodological and analytical. The main results are presented in four manuscripts. The conceptual section includes a systematic review that reveals the limited coverage and low level of evidence of PMD outcomes for middle-aged and older adults. Moreover, this section supports a conceptual framework linking intention to use the PMD, mobility habits, three dimensions of outcomes (effectiveness, social significance, subjective well-being) and four categories of co-factors asociated with the use of assistive technology (person, assistive device, intervention, environment). The methodological section assembled 5 questionnaires and 18 indicators, matched to the conceptual framework, and verified their applicability for a telephone administration. Two questionnaires required transcultural validation studies with PMD users (n=45, age 50-84 years) that confirmed the test-retest reliability and the equivalence of the questionnaires with the original versions. Finally, the analytical section examined the impact of PMDs on 3 cohorts (n=116, age 50-89 years), recruited as a function of stage of usage, and explored key factors asociated with greater life-space mobility. Cohort comparisons showed significantly greater life-space mobility for initial and long term users than for the reference group waiting for the PMD. Moreover, frequency of outings was higher for PMD users in the neighbourhood and around home. Age-adjusted linear regression analyses found greater life-space mobility associated with gender, the nature of PMD activities and device type. The thesis supports considering the environment and a combination of personal and device factors to appreciate PMD outcomes during the first months of use. The results are useful for rehabilitation services as they confirm the utility of following up PMD outcomes and identify key determinants of mobility for middle-aged and older PMD users.

Le vieillissement démographique augmente rapidement la représentation des personnes âgées de plus de 50 ans parmi les utilisateurs d’aides à la mobilité motorisées (AMMs), telles que le fauteuil roulant motorisé et le quadriporteur. Le but général de la thèse est de rendre compte d’une démarche d’analyse des effets des AMMs au cours des premiers 18 mois d’utilisation chez les adultes d’âge moyen et les aînés. Notre question de recherche concerne la nature et l'importance des effets sur le fonctionnement, la pertinence sociale et le bien-être subjectif, ainsi que les liens entre les divers facteurs impliqués dans leur impact optimal. La thèse s’articule en trois volets, synthétique, méthodologique et analytique, dont les principaux résultats sont présentés dans quatre articles scientifiques. Le volet synthétique comprend une recension systématique qui révèle la représentation marginale des personnes âgées de plus de 50 ans dans les publications scientifiques sur les effets des AMMs et le faible niveau de preuve dans ce champ d’études. Les travaux liés à ce volet proposent également un cadre d’analyse reliant l’intention d’utiliser l’AMM, les habitudes de déplacements, les dimensions d’effets des AMMs sur le fonctionnement, la pertinence sociale et le bien-être subjectif, ainsi que quatre catégories de cofacteurs associés à l’utilisation (personne, aide technique, intervention, environnement). Le volet méthodologique assemble un dispositif de mesure comprenant 5 questionnaires et 18 indicateurs arrimés au cadre d’analyse et démontre l’applicabilité de l’ensemble des questionnaires pour une administration téléphonique. La validation transculturelle de deux questionnaires implique deux études réalisées auprès d’utilisateurs d’AMMs âgés de 50 à 84 ans (n=45). Ces travaux confirment la fidélité test-retest et l’équivalence des questionnaires traduits avec la version d’origine. Finalement, le volet analytique se concentre sur l’étude des habitudes de déplacements chez 3 cohortes (n=116) de personnes âgées de 50 à 89 ans, recrutées en fonction du stade d’utilisation de l’AMM. Les résultats suggèrent une amélioration de l’aire de mobilité après l’utilisation initiale ou long terme de l’AMM en comparaison avec une cohorte en attente de l’AMM, ainsi qu’une augmentation significative de la fréquence des déplacements autour du domicile et dans le voisinage. Trois facteurs associés à une aire de mobilité optimale, à savoir le genre, la nature des objectifs de participation de l’utilisateur et le type d’appareil utilisé, sont identifiés par des analyses de régression linéaires contrôlant pour l’âge. La thèse soutient l’importance de tenir compte de l’environnement et d’une combinaison de facteurs reliés à la personne et à l’aide technique pour saisir les effets des AMMs au cours des premiers mois d’utilisation. Ces résultats ouvrent la voie au suivi systématique des utilisateurs d’AMMs par les professionels de réadaptation, puisqu’ils confirment l’utilité du dispositif pour en mesurer les effets et ciblent les déterminants de la mobilité des utilisateurs d’AMMs âgés de plus de 50 ans. / Mobility-related subsidy programs are being challenged by the aging of the population as adults aged over 50 years become the most prevalent users of power mobility devices (PMDs), such as power wheelchairs and scooters. The thesis examines the impacts of PMDs for middle-aged and older adults during the first 18 months of use. Our research question concerns the nature and magnitude of outcomes pertaining to effectiveness, social significance and subjective well-being, as well as the factors associated with outcomes. The thesis comprises three sections: conceptual, methodological and analytical. The main results are presented in four manuscripts. The conceptual section includes a systematic review that reveals the limited coverage and low level of evidence of PMD outcomes for middle-aged and older adults. Moreover, this section supports a conceptual framework linking intention to use the PMD, mobility habits, three dimensions of outcomes (effectiveness, social significance, subjective well-being) and four categories of co-factors asociated with the use of assistive technology (person, assistive device, intervention, environment). The methodological section assembled 5 questionnaires and 18 indicators, matched to the conceptual framework, and verified their applicability for a telephone administration. Two questionnaires required transcultural validation studies with PMD users (n=45, age 50-84 years) that confirmed the test-retest reliability and the equivalence of the questionnaires with the original versions. Finally, the analytical section examined the impact of PMDs on 3 cohorts (n=116, age 50-89 years), recruited as a function of stage of usage, and explored key factors asociated with greater life-space mobility. Cohort comparisons showed significantly greater life-space mobility for initial and long term users than for the reference group waiting for the PMD. Moreover, frequency of outings was higher for PMD users in the neighbourhood and around home. Age-adjusted linear regression analyses found greater life-space mobility associated with gender, the nature of PMD activities and device type. The thesis supports considering the environment and a combination of personal and device factors to appreciate PMD outcomes during the first months of use. The results are useful for rehabilitation services as they confirm the utility of following up PMD outcomes and identify key determinants of mobility for middle-aged and older PMD users.

The study explored how a practitioner and a teacher accommodated children living with cerebral palsy in Grade R, also referred to as the reception year, at two special schools, especially how they adapted the environment and used assistive devices. Cerebral Palsy is the most common form of a neurological disorder that appears in infancy or early childhood, permanently affecting body movement and muscle coordination. Research has illuminated that early specialist intervention such as assistive devices, augmentative and alternative commutation methods and assistive technology can make the world of difference to the future of the child. My research afforded me the opportunity to observe the children in Grade R living with cerebral palsy, with the practitioner and the teacher in their natural setting at school level. I followed the deductive paradigm, and adopted a case study design. The use of assistive devices and argumentative and alternative communication has historically been the domain of occupational-, speech- and physiotherapists. With the introduction of inclusive education and the new screening, identification, assessment and support policy to be conducted in all Grade R classes at all schools in South Africa, my research will be beneficial to mainstream and full-service schools, as well as special schools. Young children living with cerebral palsy will be included in all these schools and will need support from expert teachers and practitioners, who are knowledgeable about their requirements for an adapted environment and the use of assistive devices and augmentative and alternative communication methods. The study found that the Grade R staff at the special schools were knowledgeable, but their knowledge was superficial, their classrooms lacked adapted toys, and assistive technology was non-existent. Teachers and practitioners need practical training on the importance of movement for children living with cerebral palsy and the training should emphasize that experiencing the world through assistive devices alleviates barriers to learning and development. / Inclusive Education / M. Ed. (Inclusive Education)

This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT). The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school. The study was embedded in an interpretivist paradigm and used a qualitative research approach. Sampling was purposive and participants were selected based on the researcher’s pre-defined purpose for the study. Ethical approval was sought from the University of South Africa and prior to conducting research consent forms were signed by all participants. Data were collected using questionnaires with open-ended questions, face to face interviews and document analysis. Data analysis was done through thematic coding (noting recurring patterns of information) and the development of major themes based on qualitative data collected. Findings revealed the need for more technology in the research site (such as iPads and laptops), as well as the need for staff training in order to effectively use the technology. Furthermore, having more educational assistants to support students with more complex needs was also highlighted. Findings from face-to-face interviews indicated themes articulating with the above mentioned. This included the need for time to plan for the use of Assistive Technology in the classroom, along with time to familiarize oneself with the various forms of technology available. Training to effectively implement and support the technology was highlighted, as was time to engage with other colleagues and develop a collegial enquiry for the effective use of Assistive Technology to support all learners in the mainstream class. Findings from documents reviewed showed significant focus on the need for diagnosis to be able to select intervention strategies for the classroom and instruction. When staff were aware of a child’s medical, cognitive or mental health diagnosis, appropriate supports could be explored. The school support documents reviewed indicated a clear requirement for updated testing and setting of goals for students, to be supported by the strategies. Recommendations made for the effective use of AT included the promotion of professional development in staff and the establishment of professional learning communities which value the sharing and exchange of information regarding knowledge and skills. Furthermore, a framework is proposed which may be used by schools using assistive technology in supporting learners in mainstream schools so that learning may be enhanced. A further longitudinal study was recommended for the future to determine the impact of the use of AT to support inclusion when relevant staff training is available, applicable and ongoing. / Inclusive Education / D. Ed. (Inclusive Education)

Made available in DSpace on 2016-06-02T19:44:11Z (GMT). No. of bitstreams: 1 4423.pdf: 4351181 bytes, checksum: 7a7292525017c61a2cde821d47dd2db7 (MD5) Previous issue date: 2012-07-02 / The aim was to investigate if there is association between occupational roles, independence, purchasing power, age, time of disability and technology in the lives of people with physical disabilities living in the city of São Carlos, São Paulo, Brazil. For this, we attempted to compare if there was a variation in the number of occupational roles in the three times (past/present/future), according to gender and among two groups (adults and elderly), to describe the performance patterns of occupational roles (absence, continuum, loss, gain); identify which are assistive technology resources that these individuals have and how did the acquisition of these technologies, usability and abandonment; identify the knowledge about the subject of granting policies of technologies. From a cross-sectional research, with a convenience sample, we selected 91 subjects, aged from 18 to 93 years, enrolled in Family Health Care Units, with some physical disability. The sample was divided in two groups: adults (n = 34) and elderly (n = 57) to compare the results between them. The instruments of data collection were the Role Checklist, the Modified Barthel Index, the Brazil Economic Classification Criterion and a form developed by the researcher. For data analysis we used a quantitative approach composed by descriptive analysis, ANOVA with repeated measures and Correspondence Analysis. As an outcomes, we found that the participants showed a considerable repertoire of technologies, mostly acquired with their own funds or donations. Much of these technologies could be granted by the grant program of the Federal Government, however, the list of technologies identified in this study suggests that these individuals also make use, as well as other technologies require not covered by the grant program. It was observed a trend toward reliance on subject, and this trend follows a higher order of dependence to total independence. For assistive technology, it was observed that the classes with smaller number of technology classes were related to independent and in greater numbers, with some dependency classes. With regard to the purchasing power it was noted that the classes C1 and D were more associated with less dependence, since the classes B1, B2 and C2 to a moderate dependence and class A2, besides with low frequency and little explanation, coupled with a reliance on more high. It should be noted that although the technology was not directly associated with the independence, the latter was associated with a greater number of occupational roles, which requires a look at the issues of independence, when considering the typology of occupational roles and how this independence moves between roles in the daily life of these participants. From the data obtained, some implications are done in order to increase actions developed in the health care of people with disabilities and the improvement of public policies for this population. / Teve-se por objetivo verificar se existe associação entre os papéis ocupacionais, a independência, o poder aquisitivo, a idade, o tempo de deficiência e a tecnologia assistiva na vida de pessoas com deficiências físicas residentes na cidade de São Carlos. Para isso, buscou-se comparar se existe variação no número de papéis ocupacionais nos três tempos (passado/presente/futuro), de acordo com o sexo e em dois grupos (adultos e idosos); descrever os padrões de desempenho dos papéis ocupacionais (ausência, continuidade, perda, ganho dos papéis); identificar quais são os recursos de tecnologia assistiva que esses sujeitos possuem e como ocorreu a aquisição dessas tecnologias, sua usabilidade e abandono; e identificar o conhecimento dos sujeitos acerca das políticas de concessão de tecnologias. A partir de uma pesquisa transversal, com amostra de conveniência, foram selecionados 91 sujeitos, com idades variando de 18 a 93 anos, cadastrados em Unidades de Saúde da Família, com algum tipo de deficiência física. Subdividiu-se a amostra em adultos (n=34) e idosos (n=57) a fim de comparação dos resultados entre os grupos. Os instrumentos da coleta de dados foram a Lista de Identificação de Papéis Ocupacionais, o Índice de Barthel Modificado, o Critério de Classificação Econômica Brasil e um Formulário, elaborado pelo pesquisador. Para a análise dos dados utilizou-se a abordagem quantitativa, com análise descritiva, ANOVA com Medidas Repetidas e a Análise de Correspondência. Como resultados, identificou-se que os sujeitos apresentaram um repertório considerável de tecnologias, em sua maioria, adquiridas com recursos próprios ou por doações. Boa parte dessas tecnologias poderiam ser concedidas pelo programa de concessão do Governo Federal, entretanto, a lista de tecnologias identificada na presente pesquisa sugere que esses sujeitos também fazem uso, bem como necessitam de outras tecnologias não previstas no programa de concessão. Pôde-se observar uma tendência em relação à dependência dos sujeitos, sendo que tal tendência segue uma ordem de maior dependência para independência total. Para a tecnologia assistiva, observou-se que as classes com menor número de tecnologia estiveram associadas às classes independentes e aquelas com maior número às classes de alguma dependência. Com relação ao poder aquisitivo, notou-se que as classes D e C1 estiveram mais associadas à menor dependência, já as classes B1, B2 e C2 a uma dependência intermediária e a classe A2, embora com baixa frequência e pouca explicação, associada a uma dependência mais elevada. Cabe destacar que embora a tecnologia não estivesse associada diretamente com a independência, esta última mostrou associação com um maior número de papéis ocupacionais, o que requer um olhar para as questões de independência, ao se considerar a tipologia de papéis ocupacionais e de que forma essa independência transita entre os papéis no cotidiano desses sujeitos. São apontadas implicações, a fim de incrementar ações desenvolvidas no âmbito da saúde da pessoa com deficiência e no aprimoramento das políticas públicas voltadas para essa população.

Acompanha produto: A tabela periódica... / As Ciências Naturais constituem um ramo da Educação Básica e cujo valor está na transformação do olhar e postura dos educandos frente aos fenômenos que ocorrem em seu cotidiano. Apesar de sua importância ao interpretar o mundo e suas transformações, os estudantes em geral têm apresentado um alto nível de desinteresse e descaso com relação a esta área do conhecimento. Alerta maior se faz quando se está diante do fenômeno da inclusão escolar que traz para a sala de aula diferentes perfis do alunado, como é o caso daqueles que têm insuficiência visual plena ou parcial. Segundo o Ministério da Educação, existem cerca de 930.683 brasileiros com algum tipo de deficiência, dos quais 75.433 são especificamente cegos ou com baixa visão. No ensino de ciência, a tabela periódica e a compreensão das propriedades periódicas dos elementos apresenta-se como um recurso fundamental para o aprendizado na disciplina de Química, o que faz surgir o questionamento sobre quais adaptações este recurso deve conter no atendimento de discentes cegos. Com o objetivo de propor um recurso assistivo que promova este acesso às informações da tabela periódica, cumprindo requisitos de Desenho Universal, foi realizado um estudo bibliográfico que mapeou as propostas apresentadas na última década (2006-2017), segundo a taxonomia de Bardin, nos principais eventos de Química e Educação categorizando-as segundo suas propostas e objetivos, evidenciando-se um importante campo de pesquisa para inúmeros pesquisadores licenciados. Este trabalho adotou então um dos recursos pedagógicos denominado Tabela FD14 (tabela periódica adaptada para cegos), apresentada no Congresso Nacional de Educação-EDUCERE/2015, que foi revisada e aperfeiçoada para melhor satisfazer as necessidades da educação inclusiva, enquadrando-a dentro de exigências legais quanto à qualidade do Braille e requisitos de Desenho Universal. O novo recurso foi aplicado em dinâmica de sala de aula durante o processo de ensino/aprendizagem, obtendo benefícios no suporte instrumental docente, na ação didática do professor de Ciências e no processo de aprendizagem de estudantes cegos e com baixa visão, removendo as barreiras de acesso ao currículo comum, fomentando ainda mais a possibilidade de uma educação realmente inclusiva. / The Natural Sciences constitute a branch of Basic Education and whose value lies in the transformation of the students' gaze and posture towards the phenomena that occur in their daily life. Despite their importance in interpreting the world and its transformations, students in general have shown a high level of disinterest and disregard for this area of knowledge. Greater alert is made when faced with the phenomenon of school inclusion that brings to the classroom different profiles of the student, as is the case of those who have visual impairment full or partial. According to the Ministry of Education, there are about 930,683 Brazilians with some type of disability, of whom 75,433 are specifically blind or with low vision. In science teaching, the periodic table and the comprehension of the periodic properties of the elements presents itself as a fundamental resource for learning in the discipline of Chemistry, which raises the question about what adaptations this resource should contain in the care of blind students. With the objective of proposing an assistive resource that promotes this access to the information of the periodic table, fulfilling Universal Design requirements, a bibliographic study was carried out that mapped the proposals presented in the last decade (2006-2017), according to Bardin taxonomy, in main events of Chemistry and Education categorizing them according to their proposals and objectives, evidencing an important field of research for numerous licensed researchers. This work then adopted one of the pedagogical resources called Table FD14 (periodic table adapted for the blind), presented at the National Congress of EducationEDUCERE/2015, which was revised and improved to better meet the needs of inclusive education, framing it within requirements legal requirements regarding Braille quality and Universal Design requirements. The new resource was applied in classroom dynamics during the teaching / learning process, obtaining benefits in the instrumental teaching support, in the didactic action of the science teacher and in the learning process of blind and low vision students, removing the barriers of access to the common curriculum, further fostering the possibility of truly inclusive education.

CAPES : CNPq / Pessoas com paralisia cerebral apresentam grande diversidade de alterações posturais, sendo mais características as consequentes da espasticidade. Objetivando a otimização do desempenho funcional, juntamente com outros objetivos terapêuticos pode ser prescrito o uso órteses. Neste contexto a manufatura aditiva pode se apresentar como uma alternativa à fabricação de produtos personalizados de Tecnologia Assistiva, tais como as órteses. Para este fim a digitalização 3D é uma etapa importante, considerando que a geometria da anatomia do usuário será a referência para o desenvolvimento do produto em ambiente CAD 3D para posterior fabricação. No entanto os equipamentos de digitalização 3D possuem custos elevados, sendo um dos fatores que dificultam a popularização desta solução. Deste modo este trabalho visa avaliar a utilização de sistemas de baixo custo para realizar a digitalização 3D, no contexto do desenvolvimento de órteses personalizadas para punho, mão e dedos a serem fabricadas por manufatura aditiva. Foi proposto um método estruturado em três fases sendo: definição das ferramentas e sistemas a serem avaliados, definição dos parâmetros para avaliação e dos protocolos de utilização dos sistemas digitalização 3D; avaliação dos sistemas de digitalização 3D de baixo custo a partir da digitalização de uma peça padrão; e avaliação dos sistemas de digitalização 3D de baixo custo aplicados ao contexto de órteses para punho, mão e dedos. Os sistemas selecionados para a avaliação foram o Kinect 360 utilizando o programa Skanect, o sistema Kinect One com o programa 3DScan e o sistema ReMake com uma câmera Canon T3i. Os protocolos para a utilização dos sistemas de digitalização 3D de baixo custo foram: protocolo 1, com marcações visuais apenas no ambiente de digitalização; protocolo 2, com aplicação de adesivos coloridos sobre o objeto; e o protocolo 3, com a aplicação de linhas desenhadas à mão formando um xadrez sobre o objeto. Foi desenvolvida e fabricada uma peça padrão, composta por três elementos (um cone, um cilindro e um cubo seccionado). Para a avaliação dimensional foram considerados os parâmetros altura do cone, diâmetro do cilindro e medidas paralelas aos eixos X, Y e Z aferidas pela distância entre as faces opostas do cubo. Também foi realizada a análise dos desvios utilizando o programa Geomagic e uma avaliação da qualidade onde se verificou visualmente a formação dos vértices e das arestas. Para a avaliação aplicada ao contexto do desenvolvimento de órteses, foi aplicado mesmo procedimento sobre um molde da geometria do punho, mão e dedos confeccionado em atadura gessada. As digitalizações geraram 27 malhas 3D da peça padrão e 9 malhas 3D do molde. As avaliações indicaram que os sistemas Kinect 360 e Kinect One não apresentaram variação significativa entre os diferentes protocolos. Já o sistema ReMake foi o mais sensível, sendo o protocolo 3 o que gerou malhas 3D com os melhores resultados dimensionais e de qualidade em relação a todos os sistemas, com valores variando entre 0,07 mm e 0,27 mm nas análises dos desvios realizadas sobre a peça padrão. / People with cerebral palsy could have wide range of postural changes, the most characteristic are resulting from spasticity. Custom orthosis use can be prescribed in this context aiming increase functional performance and other therapeutic goals. The additive manufacturing is an alternative to the custom assistive products fabrication, such as orthoses. In this context 3D scanning is an important step, considering that the user anatomy is a geometric reference to product development in 3D CAD for further fabrication. However, the 3D scanners have high costs, one of the factors that hinder the popularization of this solution. Thus, this study aims to evaluate the use of low cost systems to perform 3D scanning in the context of custom orthoses development for wrist, hand and fingers to be fabricated by additive manufacturing. A three-phases method was proposed as follows: definition of tools and systems to be evaluated, definition of parameters for assessment, and definition of protocols for using 3D scanning systems; evaluation of low-cost 3D scanning systems using a standard piece; and evaluation of low-cost 3D scanning systems applied to context of orthosis for wrist, hand and fingers. The selected systems for the evaluation were 360 Kinect using Skanect software, Kinect One system with 3DScan software and the ReMake system with a Canon T3i camera. The low-cost 3D scanning systems used protocols were: Protocol 1, with visual markings only on the scanning environment; Protocol 2, with colored stickers application on the object; and protocol 3, with the use of hand drawn lines forming a chess pattern on the object. A standard piece was developed and manufactured, composed of three elements (a cone, a cylinder and a sectioned cube). The cone height, cylinder diameter and parallel measures to axes X, Y and Z were considered as the dimensional evaluation parameters. Also, a Deviations Analysis was performed using Geomagic software and a visual-quality evaluation that observed the formation of vertices and edges. For the evaluation on orthoses development context, the same procedure was applied on a cast of the wrist, hand and fingers. This cast was made of plaster bandages. The procedure generated 27 standard piece 3D mesh and 9 cast 3D meshes. The evaluations indicated that Kinect 360 and Kinect One systems have no significant variation between the different protocols. The ReMake system was the most sensitive, and the protocol 3 generated 3D meshes with the best dimensional and quality results among all systems. The deviations analysis performed on the standard piece indicated errors ranging between 0.07 mm and 0.27 mm for the ReMake’s 3D meshes.

Introdução:O comprometimento de determinados grupos musculares e alterações sensório motoras são algumas das características apresentadas por crianças com paralisia cerebral, fazendo-se necessária a utilização de andadores e estabilizadores para auxiliar no ortostatismo e na marcha desses pacientes. Atualmente, existem equipamentos que favorecem estes aspectos, porém o custo ainda é bastante alto, tornando-os inacessíveis a uma grande parcela da população. Com o intuito de se apresentar uma alternativa de qualidade e custo reduzido, desenvolveu-se na UTFPR um andador/ estabilizador baseado no protocolo PediaSuit™, confeccionado em PVC. O suporte é dado através de elastômeros fixados a um cinto, permitindo assim uma marcha mais próxima do natural. Objetivo: Avaliar a marcha e a postura de crianças com Paralisia Cerebral a partir do uso de uma Unidade Terapêutica Domiciliar de baixo custo e baixa mecanização. Método: Foram realizados testes visando analisar a resistência mecânica do material utilizado e ensaios com o protótipo construído. O PVC mostrou ser um material com alta resistência nos testes de flexão e impacto. A massa máxima suportada pelo andador no teste realizado foi de aproximadamente 226 kg. Após a avaliação do equipamento, três crianças foram filmadas utilizando o andador em PVC e um andador comum. Aspectos da marcha e da postura foram avaliados por trinta fisioterapeutas através desses vídeos.Resultados: O andador em PVC apresentou melhores resultados em relação a todos os aspectos da marcha avaliados, promovendo uma deambulação mais próxima do normal. Em relação à resistência mecânica, os ensaios mostram que o PVC Ø32mm é um material adequado para a confecção de equipamentos de tecnologia assistiva, por ser capaz de suportar cargas elevadas sem se romper. A utilização desse material também proporcionou uma redução significativa no custo final do equipamento / Introduction: The involvement of certain muscle groups and sensorimotor deficits are some of the characteristics displayed by children with cerebral palsy, making necessary the use of stabilizers and gait trainers to assist posture and gait of those patients. There are assistive technology devices that promote these aspects, but the cost is still quite high, making them inaccessible to most people. In order to present an alternative with lower cost, a PVC stabilizer/ gait trainer based on PediaSuit™ protocol was developed at UTFPR and Vitória Research Center. The support is provided by elastomers fixed to a belt, thereby allowing a more natural gait pattern. Objective: To evaluate the gait and posture of children with cerebral palsy during the use of a low cost/ low mechanization Therapy Unit Homecare. Method: Some tests were carried out to determine the strength of the prototype and the material itself. PVC proved to be a material with high strength in bending and impact tests. The maximum mass supported by the walker in the test conducted was approximately 226 kg. After evaluating the equipment, images of three children using a reguar gait trainer and the PVC home care unit were taken. Aspects of gait and posture were analysed by thirty physiotherapists through these videos. Results: The PVC home care unit showed better results in regarding all aspects of gait evaluated by promoting closer to normal gait. The mechanical strength tests show that PVC Ø32mm is a suitable material for fabrication of assistive technology equipment, to be able to withstand high loads without breaking. The use of this material also provided a significant reduction in the final cost of the product.

Acompanha produto: A tabela periódica... / As Ciências Naturais constituem um ramo da Educação Básica e cujo valor está na transformação do olhar e postura dos educandos frente aos fenômenos que ocorrem em seu cotidiano. Apesar de sua importância ao interpretar o mundo e suas transformações, os estudantes em geral têm apresentado um alto nível de desinteresse e descaso com relação a esta área do conhecimento. Alerta maior se faz quando se está diante do fenômeno da inclusão escolar que traz para a sala de aula diferentes perfis do alunado, como é o caso daqueles que têm insuficiência visual plena ou parcial. Segundo o Ministério da Educação, existem cerca de 930.683 brasileiros com algum tipo de deficiência, dos quais 75.433 são especificamente cegos ou com baixa visão. No ensino de ciência, a tabela periódica e a compreensão das propriedades periódicas dos elementos apresenta-se como um recurso fundamental para o aprendizado na disciplina de Química, o que faz surgir o questionamento sobre quais adaptações este recurso deve conter no atendimento de discentes cegos. Com o objetivo de propor um recurso assistivo que promova este acesso às informações da tabela periódica, cumprindo requisitos de Desenho Universal, foi realizado um estudo bibliográfico que mapeou as propostas apresentadas na última década (2006-2017), segundo a taxonomia de Bardin, nos principais eventos de Química e Educação categorizando-as segundo suas propostas e objetivos, evidenciando-se um importante campo de pesquisa para inúmeros pesquisadores licenciados. Este trabalho adotou então um dos recursos pedagógicos denominado Tabela FD14 (tabela periódica adaptada para cegos), apresentada no Congresso Nacional de Educação-EDUCERE/2015, que foi revisada e aperfeiçoada para melhor satisfazer as necessidades da educação inclusiva, enquadrando-a dentro de exigências legais quanto à qualidade do Braille e requisitos de Desenho Universal. O novo recurso foi aplicado em dinâmica de sala de aula durante o processo de ensino/aprendizagem, obtendo benefícios no suporte instrumental docente, na ação didática do professor de Ciências e no processo de aprendizagem de estudantes cegos e com baixa visão, removendo as barreiras de acesso ao currículo comum, fomentando ainda mais a possibilidade de uma educação realmente inclusiva. / The Natural Sciences constitute a branch of Basic Education and whose value lies in the transformation of the students' gaze and posture towards the phenomena that occur in their daily life. Despite their importance in interpreting the world and its transformations, students in general have shown a high level of disinterest and disregard for this area of knowledge. Greater alert is made when faced with the phenomenon of school inclusion that brings to the classroom different profiles of the student, as is the case of those who have visual impairment full or partial. According to the Ministry of Education, there are about 930,683 Brazilians with some type of disability, of whom 75,433 are specifically blind or with low vision. In science teaching, the periodic table and the comprehension of the periodic properties of the elements presents itself as a fundamental resource for learning in the discipline of Chemistry, which raises the question about what adaptations this resource should contain in the care of blind students. With the objective of proposing an assistive resource that promotes this access to the information of the periodic table, fulfilling Universal Design requirements, a bibliographic study was carried out that mapped the proposals presented in the last decade (2006-2017), according to Bardin taxonomy, in main events of Chemistry and Education categorizing them according to their proposals and objectives, evidencing an important field of research for numerous licensed researchers. This work then adopted one of the pedagogical resources called Table FD14 (periodic table adapted for the blind), presented at the National Congress of EducationEDUCERE/2015, which was revised and improved to better meet the needs of inclusive education, framing it within requirements legal requirements regarding Braille quality and Universal Design requirements. The new resource was applied in classroom dynamics during the teaching / learning process, obtaining benefits in the instrumental teaching support, in the didactic action of the science teacher and in the learning process of blind and low vision students, removing the barriers of access to the common curriculum, further fostering the possibility of truly inclusive education.