1 Einleitung 2 Methode 3 Ergebnisse 4 Diskussion 5 Literatur

1 Einleitung 2 Fragestellung und Hypothesen 3 Methode 4 Ergebnisse 5 Zusammenfassung und Diskussion 6 Literatur

1 Einleitung 2 Fragestellung 3 Methode 4 Ergebnisse und Evaluation 5 Zusammenfassung 6 Literatur

Sozialpsychologische Aspekte bei hörbeeinträchtigten Menschen

1 Einleitung 2 Methodik 3 Ergebnisse 4 Schlussfolgerung 5 Literatur

Submitted by Maíra Araújo Oliva Gentil (mgentil.fono@gmail.com) on 2016-09-27T14:05:01Z No. of bitstreams: 2 TESE. MAÍRA GENTIL 2016 VERSÃO FINAL.pdf: 2548682 bytes, checksum: 0bd34cd1b9f40ded8fb9991b2bb4938d (MD5) FICHA CATOLOGRAFICA.pdf: 10542 bytes, checksum: f82c77597c55fc8dcda62c99febaa9d9 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-10-04T16:55:17Z (GMT) No. of bitstreams: 2 TESE. MAÍRA GENTIL 2016 VERSÃO FINAL.pdf: 2548682 bytes, checksum: 0bd34cd1b9f40ded8fb9991b2bb4938d (MD5) FICHA CATOLOGRAFICA.pdf: 10542 bytes, checksum: f82c77597c55fc8dcda62c99febaa9d9 (MD5) / Made available in DSpace on 2016-10-04T16:55:17Z (GMT). No. of bitstreams: 2 TESE. MAÍRA GENTIL 2016 VERSÃO FINAL.pdf: 2548682 bytes, checksum: 0bd34cd1b9f40ded8fb9991b2bb4938d (MD5) FICHA CATOLOGRAFICA.pdf: 10542 bytes, checksum: f82c77597c55fc8dcda62c99febaa9d9 (MD5) / CAPES / Esta pesquisa insere-se entre aquelas que buscam contribuir para a construção de um conhecimento científico capaz de instrumentalizar os homens para refletirem sobre sua realidade buscando transformá-la. Teve como objeto de estudo o trabalho da Fonoaudiologia Educacional e investigou a possibilidade de atuação junto à linguagem a partir de uma perspectiva não medicalizante. O objetivo foi, em primeiro lugar, descrever de forma crítica e rigorosa, o atual trabalho do fonoaudiólogo educacional, buscando estabelecer os nexos e relações que constituem a atuação desse profissional no âmbito educacional no Brasil. Em segundo lugar, contribuir para a construção de uma perspectiva de atuação da Fonoaudiologia Educacional que, baseada na concepção histórico-cultural da linguagem e alicerçada na compreensão de que é na interação verbal que a relação conflituosa do indivíduo com a linguagem emerge de maneira contextualizada histórica e socialmente, age na ressignificação dos sintomas do “não aprender”, desconstruindo visões a-históricas e naturalistas da formação humana. Tratou-se de uma pesquisa bibliográfica, orientada de acordo com o tríplice movimento da dialética materialista: 1) De crítica, buscando dialogar, dentro do campo de estudo da Fonoaudiologia, com o que há de mais avançado na pesquisa científica em Fonoaudiologia Educacional, recorrendo aos dados da CAPES, do BDTD e Sociedade Brasileira de Fonoaudiologia. O banco de dados da pesquisa foi composto por 1 Tese de Doutorado, 8 Dissertações de Mestrado e 6 Artigos; publicados entre os anos de 2001 e 2013. Quanto ao tratamento e análise dos dados, cada um dos trabalhos foi lido integralmente e fichado pela pesquisadora. A partir de tais fichamentos, foram elencadas 5 (cinco) categorias de análise, elaboradas a partir de fenômenos recorrentes nos trabalhos analisados. São elas: Categoria 1: Concepção de Linguagem; Categoria 2: Concepção de Homem; Categoria 3: Função Social da Escola; Categoria 4: Fracasso Escolar ; Categoria 5: O papel da Fonoaudiologia Educacional; 2) De construção do conhecimento “novo”, a partir do que existe de mais avançado no campo científico dentro do objeto de estudo. Neste sentido, tomou-se como base o conhecimento elaborado pela Psicologia Soviética (Lê-se Luria, Leontiev, Vigotski e outros teóricos ligados à suas pesquisas), acrescida das contribuições de Bakhtin ao estudo da linguagem e 3) Da nova síntese no plano do conhecimento e da ação apontando contribuições ao pensar da Fonoaudiologia Educacional a partir da concepção histórico-cultural da linguagem. A pesquisa concluiu que o papel da Fonoaudiologia Educacional Histórico-Crítica é o lugar possível, dentro e fora da escola, agindo na defesa da escola como espaço de humanização da criança, através da aquisição sistemática e intencional dos conteúdos historicamente elaborados pela humanidade, combatendo a lógica biologizante e, portanto, medicalizante da formação humana. / ABSTRACT This research is inserted between those who seek to contribute to the construction of a scientific knowledge capable of instrumentalize the men to reflect on their reality seeking to transform it. It had as object of study the work of Educational Speech-Language Therapy and investigated the possibility of intervention in the language from non-medicalization a perspective. The objective was, in the first place, to describe, in a critical and rigorous way, the current work of the Educational Speech-Language Therapist, seeking to establish the links and relations that constitute the actuation of this professional in the educational context of education in Brazil. Secondly, to contribute to the construction of a intervention perspective of educational Educational Speech-Language Therapy that, based on the historical-cultural conception of language and founded on understanding that it is in verbal interaction that the conflicting relationship of the person(individual) with the language emerges contextualized historical and socially, acts in the resignification of (the) symptoms of the "no learn", deconstructing non-historic and naturalists visions of human formation. It was a bibliographic research, oriented according to the threefold movement of the materialistic dialectic: 1) Of criticism, seeking to discuss, within the field of study of Speech-Language Therapy, with what is more advanced in scientific research in Educational Speech-Language Therapy, using data of CAPES, of BDTD and of the Brazilian Society of Speech-Language Therapy. The data base of the research was composed by 1 Doctoral Thesis, 8 masters dissertations and 6 articles; published between the years of 2001 and 2013. As to the treatment and data analysis, each one of the works were fully read and registered by the researcher. From such synthesis, 5 (five) categories of analysis were listed, elaborated from recurring phenomena at the studies analyzed. They are: Category 1: Conception of language; Category 2: Conception of human formation; Category 3: Social Function of the School; Category 4: School failure; Category 5: The work of the Educational Speech-Language Therapy; 2) 2) Of knowledge construction "new", from(based on) what there is of most advanced in the scientific field within the object of study. In this sense, it was taken as basis the knowledge produced by the soviet psychology (Reads Luria, Leontiev, Vigotski and other theoreticians linked to their research), plus added the contributions of Bakhtin to the study of language and 3) The new synthesis of knowledge and of action pointing out contributions to the thinking of Educational Speech-Language Therapy from the historical-cultural conception of language. The survey found that the role of historical and critical Educational Speech-Language Therapy is a possible place, inside and outside the school, acting in defense of the school as a space of humanization of the child through systematic and intentional acquisition of content historically developed by humanity, combating the biologic logic and therefore the medicalization of human formation. / RÉSUMÉ Cette recherche fait partie parmi ceux qui cherchent à contribuer à la construction d'une connaissance scientifique capable d'instrumentaliser les hommes à réfléchir sur leur réalité cherchant à transformer. Celle-ci avait pour objet d'étude le travail de la Phonoaudiologie d'éducation et étudié la possibilité d'agir avec le langage à partir d'une perspective qui ne produit pas la médicalisation. L'objectif était, en premier lieu, décrire de manière critique et rigoureux, le travail actuel du phonoaudiologist d'éducation, cherchant à établir les liens et les relations qui constituent le action de ce professionnel dans le contexte de l'éducation au Brésil. Deuxièmement, contribuer à la construction d'un point de vue de l'action de la Phonoaudiologie d'éducation que, fondé sur la conception historique-culturel de langage et fondée sur la compréhension qui est dans l'interaction verbale que des relations conflictuelles de la personne avec le langage émerge de maniére contextualisée historique et socialement, agit dans l'resignification des symptômes du "no apprendre" et ça favorise la déconstruction de visions que ne sont pas historiques, mais sont naturalistes de la formation humaine. Il s'agissait d'une recherche bibliographique, orientés selon la triple mouvement de la dialectique matérialiste: 1) Des critiques, cherchant à discuter, dans le champ d'étude de Phonoaudiologie, avec les plus important matérial de la recherche scientifique dans la Phonoaudiologie d'éducation, en utilisant des données de la CAPES, du BDTD et de la Société Brésilienne de Phonoaudiologie. La banque de données de la recherche a été composé par 1 Thèse de doctorat, 8 maîtres dissertations et 6 articles ; touts publiés entre les années 2001 et 2013. Pour le traitement et l'analyse des données, chacun des travaux a été lu au complet et connecteurde par le chercheur. De telles résumés, étaient énumérées 5 (cinq) des catégories d'analyse, élaborées à partir de phénomènes récurrents dans les études analysées. Ils sont les suivantes: Catégorie 1: Conception du langage; Catégorie 2: Conception de l'homme; Catégorie 3: fonction sociale de l'école; Catégorie 4: l'échec scolaire; Catégorie 5: le travail de la Phonoaudiologie d'éducation; 2) De la construction du savoir "nouvelles", à partir de laquelle est la plus avancée dans le domaine scientifique au sein de l'objet de l'étude. En ce sens, il a été pris comme base les connaissances produites par la psychologie soviétique (lit Vigotski, Luria, Leontiev et d'autres théoriciens liés à leur recherche), plus les cotisations de Bakhtine pour l'étude des langage; 3) La nouvelle synthèse des connaissances et de l'action dirigée vers pense de contributions provenante de la Phonoaudiologie d'éducation à partir de la conception historique-culturel du langage. La recherche a révélé que le travail de la Phonoaudiologie d'éducation historique et critique est dans le lieu possible, en dedans et en dehors de l'école, agissant pour la défense de l'école comme un espace d'humanisation de l'enfant grâce à l'acquisition systématique et intentionnelle du contenu historiquement développé par l'humanité, en luttant contre la logic de la biologisation et donc la médicalization de la formation humaine.

Thesis (M Speech Path)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Various approaches to the communication-development of the young child with a hearing impairment exist, of which the auditory-verbal approach is one. This approach is based on the principle that the child with a hearingimpairment develops speech- and language skills by using his/her residual hearing that is appropriately strengthened with the use of a hearing aid and/or cochlear implant. One of the most important requirements for the successful application of this approach is the appropriate transfer of the techniques and strategies that is used in institution-based intervention to the child’s home environment. Parents, teachers, speech-language therapists and audiologists are responsible for facilitating the transfer of intervention methods and acquired skills to the home environment and it is important that all team members are aware of his/her own, as well as each other’s roles, in the application of this approach. The principal aim of the proposed research project was to describe and explain the perceptions of parents/caregivers, teachers, speech-language therapists and audiologists, that are involved in the intervention of the hearing impaired child, regarding the auditory-verbal approach to education. Semi-structured interviews were conducted with nine parents of hearing impaired children younger than the age of four, and with four teachers that are involved in the education of the said children. Lastly, semi-structured interviews were held with four speech-language therapists and two audiologists that are involved in the provision of the intervention to hearing impaired children younger than four years. All the participants were affiliated with a specific centre for children with hearing impairment in the Western Cape province of South Africa. All the participants noted that parents must take part in the decision-making process with regards to the selection of the most suitable communication approach for their child with a hearing loss. Participants also agreed that most parents choose the auditory-verbal approach to communication development of their child because speech as a communication medium, is familiar to them and it is also associated with normality. Parents also indicated that the auditory-verbal approach is the most suitable approach for all children with a hearing loss. Teachers, speech-language therapists and audiologists did not completely agree with the parents as they mentioned some aspects, e.g. the presence of additional disabilities must be taken into account before a decision can be made regarding whether the child with hearing loss could follow the auditory-verbal approach to communication development. All participants displayed a positive attitude towards the auditory-verbal approach and it appears that parents, teachers, speech-language therapists and audiologists have good insight into the principles and outcomes of this approach. / AFRIKAANSE OPSOMMING: Daar bestaan verskeie benaderings tot kommunikasie-ontwikkeling by die jong kind met gehoorverlies waarvan die ouditief-verbale benadering een opsie is. Hierdie benadering is gebaseer op die beginsel dat die kind met gehoorverlies spraak- en taalvaardighede ontwikkel deur gebruik te maak van hulle residuele gehoor wat deur middel van die gebruik van ‘n gehoorapparaat en/of kogleêre inplanting toepaslik versterk word. Een van die belangrikste vereistes vir die suksesvolle toepassing van die benadering is toepaslike oordrag van die tegnieke en strategieë wat in terapie gebruik word, na die kind se tuisomgewing. Ouers, onderwysers, spraak-taalterapeute en oudioloë speel ‘n baie belangrike rol om hierdie oordrag na alledaagse kontekste te fassiliteer en dit is belangrik dat elke spanlid bewus is van sy/haar rol asook die ander lede se rolle in die toepassing van die benadering. Die hoofdoelwit van die voorgestelde navorsingsprojek was om ouers/versorgers, onderwyseresse, spraaktaalterapeute en oudioloë, betrokke by die intervensie en opvoeding van die kind met gehoorverlies, se persepsies rakende die ouditief-verbale benadering tot opvoeding te beskryf en te verduidelik. Tydens die studie is daar semi-gestruktureerde onderhoude gevoer met onderskeidelik nege ouers van kinders, jonger as vier-jaar oud, met gehoorgestremdheid en met vier onderwyseresse wat betrokke is by die die opvoeding van genoemde ouers se kinders met gehoorverlies. Laastens is daar ook semi-gestruktureerde onderhoude gevoer met vier spraak-taalterapeute en twee oudioloë wat betrokke is by die verskaffing van intervensie aan kinders met gehoorverlies, jonger as vier-jaar oud. Al die deelnemers was verbonde aan ’n spesifieke sentrum vir kinders met gehoorverlies in die Wes-Kaap provinsie van Suid Afrika. Al die deelnemers het aangedui dat ouers betrek word by die besluitnemingsproses rakende die keuse van die mees geskikte kommunikasie-benadering vir die kind met gehoorverlies. Deelnemers het almal saamgestem dat ouers meestal die ouditief-verbale benadering tot kommunikasie-ontwikkeling vir hulle kind kies omdat spraak as kommunikasiemedium bekend is aan die ouers en verband hou met normaliteit. Ouers het aangedui dat die ouditief-verbale benadering die mees toepaslike benadering is vir enige kind met gehoorverlies. Onderwyseresse, spraak-taalterapeute en oudioloë het nie volkome saam met die ouers gestem nie en hulle het genoem dat daar sekere aspekte, byvoorbeeld die teenwoordigheid van bykomende gestremdhede, is wat oorweeg moet word voor daar besluit word of die kind die ouditief-verbale benadering tot kommunikasieontwikkeling moet volg. Deelnemers het oor die algemeen ‘n positiewe houding getoon teenoor die ouditief-verbale benadering en dit wil voorkom asof ouers, onderwyseresse, spraak-taalterapeute en oudioloë goeie begrip toon van die beginsels en uitkomstes van die benadering.

Made available in DSpace on 2016-06-02T19:46:03Z (GMT). No. of bitstreams: 1 2281.pdf: 993624 bytes, checksum: d5e3c2cfb49295c73eaf64052ec31dc5 (MD5) Previous issue date: 2009-02-12 / Universidade Federal de Sao Carlos / Speech Pathology and Special Education establish relations of proximity due to similar objects of studies. Besides, the integrated work between professionals maximizes opportunities of growth for both areas. Therefore, the overall objective suggested in this research is to understand how Speech Pathology was taken as the object of research in Special Education based on the analysis of scientific production of dissertations and thesis of the Graduate Program in Special Education of Universidade Federal de São Carlos (PPGEEs/UFSCar). For that reason, the scientific production in Special Education with interface in Speech Pathology was mapped and the main aspects that support such integration were identified. The data source were thesis and dissertations defended in PPGEEs/UFSCar between 1981 and 2005. This program was chosen for being the first and only of the area in the country. The methodological procedures to develop the research involved the following steps: a) review of literature in Special Education and Speech Pathology; b) survey and data collection of dissertations and thesis in Special Education held in PPGEES/UFSCar that had interface with Speech Pathology c) categorization and bibliometric analysis. The results obtained through bibliometric analysis revealed that 74 studies analyzed refer to the interface between Special Education and Speech Pathology; hearing disability was the most investigated; the pieces work were focused on the theme "Teaching and learning" and while conducting a quantitative analysis of the references used on the pieces of work that have the co-relation with the area of Speech Pathology, it was observed that they were indexed in the magazine Pro-fono: Revista de Atualização Científica and in the Journal of Speech and Hearing Disorders; the pieces of work of Special Education in the magazine Revista Brasileira de Educação Especial. Finally, this study aimed to promote the interdisciplinarity between these areas, identified trends and emerging themes that may favor the joint action of these professionals. Moreover, the dissertation aimed to contribute to the construction of a process of reflection and assessment of information produced in Special Education consolidated in scientific production of thesis and dissertations and its interface with Speech Pathology. / A Fonoaudiologia e a Educação Especial estabelecem relações de proximidade por possuírem objetos de estudos semelhantes, além de que o trabalho integrado entre os profissionais maximiza possibilidades de crescimento para ambas as áreas de conhecimento. Nesta perspectiva, o objetivo geral proposto nesta pesquisa encontra-se em compreender como a Fonoaudiologia foi tomada como objeto de pesquisa na Educação Especial com base na análise da produção científica de dissertações e teses do Programa de Pós-Graduação em Educação Especial da Universidade Federal de São Carlos (PPGEEs/UFSCar). Para tanto, mapeou-se a produção científica em Educação Especial com interface em Fonoaudiologia e identificou os principais aspectos que favorecem essa integração. As fontes de dados foram às dissertações e teses defendidas no PPGEEs/UFSCar no período de 1981 a 2005. Este Programa foi escolhido por ser o primeiro e único da área no país. Os procedimentos metodológicos para desenvolver a pesquisa envolveram os seguintes passos: a) revisão de literatura em Educação Especial e Fonoaudiologia; b) levantamento e coleta de dados das dissertações e teses em Educação Especial defendidas no PPGEES/UFSCar que possuam interface com a Fonoaudiologia; c) categorização e análise bibliométrica. Os resultados obtidos, por meio da análise bibliométrica, revelaram que 74 trabalhos analisados fazem referência à interface entre Educação Especial e a Fonoaudiologia; a deficiência auditiva foi a mais investigada; a temática focada nos trabalhos foi Ensino-aprendizagem e ao realizar a análise quantitativa das referências utilizadas nos trabalhos que fazem co-relação com a área de Fonoaudiologia observou-se que se encontraram indexados na Pro-fono: Revista de Atualização Científica e no Journal of Speech and Hearing Disorders; os da área de Educação Especial na Revista Brasileira de Educação Especial. Enfim, este estudo caminhou na direção de valorizar a interdisciplinaridade existente entre estas áreas de conhecimento, apontou tendências e temas emergentes que podem favorecer a atuação conjunta desses profissionais. Além disso, a dissertação pretendeu contribuir para a construção de um processo salutar de reflexão e avaliação do conhecimento produzido em Educação Especial consolidado na produção científica de teses e dissertações e sua interface com a Fonoaudiologia.

Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts that did not exist before. In many South African communities young learners, without any prior knowledge of English, are placed in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners’ academic performances and their future, and requested advice and support. Consequently a need was identified for speech-language therapists to make their expertise available to multilingual preschool learners, as well as to their preschool teachers. To address this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria Central Business District (CBD) and Sunnyside area. A descriptive survey was conducted and two survey techniques were employed to collect the data, namely a questionnaire and a test battery. The questionnaire was used to collect information from 32 teacher participants to investigate the needs and strengths of preschool teachers and multilingual preschool learners. The test battery was utilised to collect data on the language and communication proficiency in English of 30 learner participants. Results indicated that the teacher participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These teachers expressed a need for knowledge and support. They also reported that the multilingual preschool learners in the research context had to communicate in ELoLT despite it being an unfamiliar language. Some of the multilingual preschool learners displayed behaviours that could be indicative of negative influences on their self-esteem. The language and communication assessment revealed that many learner participants’ comprehension and expression in ELoLT were insufficient for learning and that they required support for academic success. In addition, the results support the claim that an integrated view of the multilingual learners’ communication abilities need to be established across contexts, by combining assessment strategies, such as naturalistic and structured assessment, as well as interdisciplinary perspectives. The results of the empirical research was used to propose a service delivery model for the acquisition of ELoLT in the research context. This proposed model may be an effective approach to provide supportive intervention to multilingual preschool learners with linguistic barriers to learning. In addition, initial stage intervention guidelines for the basic level ELoLT learner were offered in response to the needs of the specific community. These guidelines may provide a basis for the planning of intervention strategies to preschool teachers who were concerned about the education and future of multilingual preschool learners. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / Unrestricted

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