[pt] O espaço expositivo pode tanto se apresentar de forma acolhedora, representando uma possibilidade para o visitante com deficiência visual de explorar seus outros sentidos e vivenciar a exposição de uma maneira própria, como também pode se apresentar como um espaço excludente, representando uma série de barreiras e obstáculos que o impedem de usufruir a exposição. A presente dissertação tem como objetivo geral examinar a experiência do visitante com deficiência visual em museus, buscando compreender a relação e a interação entre esse visitante e o ambiente construído do espaço expositivo, bem como a sua relação com as obras e as demais pessoas presentes no local. Como metodologia, foi primeiramente aplicada a revisão bibliográfica, em que procurou-se examinar questões como a relação entre comunicação museológica, ambiente museal e orientação espacial e como esses fatores afetam a experiência de visita para o público em questão. Também foi realizada uma pesquisa documental a fim de verificar as normas, leis e decretos relacionados ao incentivo e implementação da acessibilidade em espaços culturais no Brasil. Posteriormente foram entrevistados visitantes de museu com deficiência visual. A partir dessas entrevistas, fez-se a seleção de alguns museus para um aprofundamento. Essa etapa foi iniciada com observações sistemáticas a fim de investigar e documentar aspectos dos ambientes que haviam sido levantados nas técnicas aplicadas anteriormente, seguidas de entrevistas com gestores responsáveis pelos setores de acessibilidade e/ou educativo com o objetivo de verificar como os espaços lidam com a acessibilidade para esse público. Como resultado pode-se apontar a falta de recursos de acessibilidade para as pessoas com deficiência visual em praticamente todos os museus visitados. As poucas iniciativas encontradas ainda não estão em conformidade com as normas e critérios estabelecidos, contudo podem incentivar a adoção da acessibilidade em outros espaços. Propõe-se a adoção de projetos de Design Inclusivo, bem como o foco na acessibilidade atitudinal. / [en] The exhibition space can be welcoming and inclusive, allowing the visually impaired visitor to explore their other senses and have a unique experience. However, it can also be challenging, presenting a series of barriers and obstacles that prevents the exhibition s understanding and enjoyment. This dissertation investigates the visually impaired visitor s experience in museums, seeking to understand the relationship and interaction between the visitor and the built environment and their relationship with the objects and other people. The methodology applied consisted of a bibliographic review, investigating issues as the relationship among museological communication, museum environment and spatial orientation, and how these factors affect the visiting experience. The review also consisted of documentary research to verify the technical standards, laws, and decrees related to the implementation of accessibility in cultural institutions in Brazil. Subsequently, the researcher conducted interviews with visually impaired visitors. Based on the interviews, some museums were selected for further study. This stage consisted of systematic observations of the chosen museums to check the available resources and observe some of the built environment aspects pointed out by the interviewees followed by interviews with managers responsible for accessibility and educational programs to identify how these spaces deal with accessibility for the visually impaired. This research concludes that there is a lack of accessibility resources for the visually impaired in almost all selected museums. The few initiatives found are still not in conformity with the established standards and criteria; however, these initiatives may encourage accessibility in other cultural spaces. The research proposes the adoption of Inclusive Design projects as well as a focus on attitudinal accessibility.

No description available.

While I have always loved to go to the art museum I have often found it difficult to convince friends and family to go with me. It seems to be a particularly daunting task for visitors with disabilities and specifically those with vision impairments. This study surveys the accessibility of the programming for visitors with visual impairments at 25 art museums in the United States of America and how they communicate that information to potential visitors. It highlights museums that go beyond what is required by the Americans with Disabilities Act and create programming that is enjoyable for all. This study will be a reference to create a more enjoyable experience for all.

While I have always loved to go to the art museum I have often found it difficult to convince friends and family to go with me. It seems to be a particularly daunting task for visitors with disabilities and specifically those with vision impairments. This study surveys the accessibility of the programming for visitors with visual impairments at 25 art museums in the United States of America and how they communicate that information to potential visitors. It highlights museums that go beyond what is required by the Americans with Disabilities Act and create programming that is enjoyable for all. This study will be a reference to create a more enjoyable experience for all.

The paper deals with preparations for parenthood in persons with visual disabilities. The first part describes the target group and is dedicated to defining the terms family and parenthood, and their importance in our lives. Further, it presents the most important determinants that affect the parenthood of these people and their ethical evaluation. It touches upon society's prejudices associated with parenthood, which make it difficult for these people to integrate into society. Based on qualitative research, the paper presents practical measures that make it possible to eliminate the incidence of prejudice while promoting a quality fulfilment of the parental role for the benefit of a healthy development of the child and the development of the parent's personality, thus improving the integration of parents with visual disabilities into society.

Submitted by Claudia Sena (caupinto.sena@gmail.com) on 2015-09-17T19:09:37Z No. of bitstreams: 1 TeseDoutorado_ClaudiaPintoPereiraSena.pdf: 6711466 bytes, checksum: f098d412ebbc0b471762971497da62dd (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-10-21T14:34:54Z (GMT) No. of bitstreams: 1 TeseDoutorado_ClaudiaPintoPereiraSena.pdf: 6711466 bytes, checksum: f098d412ebbc0b471762971497da62dd (MD5) / Made available in DSpace on 2015-10-21T14:34:54Z (GMT). No. of bitstreams: 1 TeseDoutorado_ClaudiaPintoPereiraSena.pdf: 6711466 bytes, checksum: f098d412ebbc0b471762971497da62dd (MD5) / O homem, em todo seu trajeto histórico cultural, vem produzindo e utilizando tecnologias, desde as mais rudimentares, como uma lança de madeira, até as mais complexas, não só como garantia de sobrevivência, como também em um processo contínuo de construção e difusão de conhecimentos. A sociedade, cada vez mais, vem exigindo do homem autonomia, criatividade e adaptação, valorando as informações e, em especial, os conhecimentos construídos. A educação, enquanto espaço formador de cidadãos, precisa estar atenta a estas constantes modificações sociais, econômicas e políticas e oferecer oportunidades que privilegiem o aprendizado significativo. Entendendo que o ambiente, a cultura e outros sujeitos influenciam a construção do conhecimento (mediação), propõe-se, com este trabalho, investigar o PBL (Problem Based Learning), enquanto estratégia educacional de aprendizagem colaborativa, em um grupo de pessoas com deficiência visual, através da experiência vivenciada em um Centro de Apoio ao Deficiente Visual da cidade de Feira de Santana-Ba. A mediação, compreendida neste trabalho como a interação entre os sujeitos e a utilização de instrumentos e signos, perpassa o processo de ensino aprendizagem, privilegiando o diálogo entre os pares e a intervenção. Em se tratando das pessoas com deficiência visual, signos não visuais devem ser utilizados, privilegiando o desenvolvimento de outras aptidões, como a percepção tátil, auditiva, dentre outras. A relevância de experimentar o PBL em um grupo de pessoas com deficiência visual se revela na possibilidade de oportunizar a estas pessoas um ambiente de interação que favorece a aquisição de conceitos e representação de conhecimentos, um espaço de diálogo e de inclusão social e de observar as potencialidades e fragilidades do método neste contexto. Frente às transformações do mundo contemporâneo, a educação tem utilizado as tecnologias de informação e comunicação (TIC) com a intenção de participar do processo de inclusão sociodigital. Diante do exposto, pretende-se também observar de que maneira as TIC podem ser utilizadas, ampliando as habilidades da pessoa com deficiência visual e colaborando na construção e difusão dos conhecimentos partilhados. / ABSTRACT The human being in all its historical and cultural path, has been producing and using technologies, from the most rudimentary, like a wooden spear, to the most complex, not only as a guarantee of survival, but also in a continuous process of construction and diffusion of knowledge. Society increasingly has required human autonomy, creativity and adaptation, valuing information and, in particular, the knowledge built. Education, as an area that forms citizens, need to be aware of these social, economic and political constant changes and provide opportunities that emphasize meaningful learning. Understanding that the environment, culture and other subjects influence the construction of knowledge (mediation), it is proposed, with this work, to investigate the PBL (Problem Based Learning), while educational strategy of collaborative learning in a group of visually impaired people through the lived experience at a Support Center for the Visually Impaired of Feira de Santana - Ba. Mediation, understood in this work as the interaction between the subject and the use of tools and signs, permeates the teaching and learning process, focusing on the dialogue between peers and intervention. In the case of people with visual impairment, visual signs should not be used, favoring the development of other skills, such as the tactile perception, hearing, among others. The relevance of experiencing PBL in a group of visually impaired people is revealed in the ability to create opportunities for these people an environment of interaction that favors the acquisition of concepts and knowledge representation, a space of dialogue and social inclusion and to observe the strengths and weaknesses of the method in this context. Face the transformations of the contemporary world; education has used the information and communication technologies (ICT) with the intention to participate in the process of sociodigital inclusion. Therefore, we intend to also observe how ICT can be used increasing the skills of people with visual impairments, supporting the tutorial sessions and collaborating in the construction and diffusion of shared knowledge.

No description available.

My graduation theses under the title "Past and present Elementary school of Jaroslav Jezek in the context of teaching Czech language" thesis deals with the early education and teaching of visually impaired children in the Private institution for blind children and sick eyes and further it describes the current characteristics and principles of teaching visually impaired children at the elementary school of Jaroslav Jezek. The graduation theses is divided into five chapters. The first chapter deals with the history of education and teaching visually impaired children in the Czech lands. The second chapter summarizes the principles and specifics of teaching and further highlights the importance of touch and compensatory aids during the class. The third chapter follows the influence of reading and the spoken word for children with visual impairments. The fourth chapter deals with the current concept of teaching the Czech language. The fifth chapter is dedicated to competitions and cultural events, in which children at Elementary school of Jaroslav Jezek participate. Powered by TCPDF (www.tcpdf.org)

L'accessibilité des musées hongrois aux personnes en situation de handicap, entendue au sens large, c'est-à-dire l'accessibilité du cadre bâti, l'accès à l'information, à la communication, l'accès à l'offre culturelle et aux pratiques artistiques, constitue aujourd'hui non seulement une obligation légale mais surtout une opportunité d'élargissement des publics. Grâce à une politique volontariste d'accueil des publics en situation de handicap dans les musées et à une adaptation spécifique du cadre bâti, des supports d'informations et de communication, des prestations et animations culturelles ou encore des outils et supports pédagogiques grâce aux innovations technologiques en perpétuelle innovation, il est possible de prendre en compte tous les types de visiteurs en situation de handicap dans les musées et de leur faire bénéficier de services et d'offres adaptés à leurs attentes et à leurs besoins. Pour autant, dans la pratique, la réalité sur le terrain hongrois n'est pas toujours si évidente, les rapports entre les personnes en situation de handicap et les musées hongrois étant un fait relativement récent. Pour aborder ce sujet, trois musées nationaux de Budapest ont été choisis par rapport à leurs critères particuliers en tant qu'études de cas afin d'analyser la situation de l'accessibilité et de mettre en place dans ces musées des projets de mise en accessibilité pour l'accueil des publics en situation de handicap. Les conclusions issues de la mise en place de ces divers projets développés dans ces trois musées permettent de dresser des recommandations, des préconisations et des pistes d'actions destinées plus particulièrement aux professionnels des musées. / The accessibility of the Hungarian museums for people with disabilities - i.e. in a broader sense accessibility of the building, access to information and communication and access to cultural and artistic practices - represents today not only a legal obligation but actually a substantial contribution to the enlargement of the public. Thanks to the voluntarist politics in the museums regarding services of handicapped people, thanks to the special adjustment of the buildings, to the information and communication appliences, to the cultural services and even to the pedagogical means and methods in a constant technological development and innovation, it is possible to take into consideration all types of visitors with disabilities and to provide them with services adjusted to their expectations and needs. Nevertheless in practice this is not always so obvious in Hungary, the dialogue between handicapped people and the Hungarian museums started just recently. In order to investigate this subject matter, three national museums have been selected in Budapest to be examined in a case study. The aim was to see and analyse their conditions of accessibility and implement the projects related to accesibility and to the actions how to welcome a public with disabilities. The conclusions drawn from the different projects developped in these three museums make it possible to set up recommendations and suggestions and to propose action plans particularly to the professionals working in the museums.

[pt] Essa dissertação procurou refletir a deficiência sensorial no universo dos jogos eletrônicos, balizando-se nos conceitos da fenomenologia, sinestesia, interface, virtualidade do corpo e comunicação procurando contextualizá-los com exemplos, citando reportagens, estudos acadêmicos, bem como algumas possibilidades advindas da tecnologia de substituição sensorial eletrotátil. Trabalhou-se o conceito de game sinestésico, tipo de jogo eletrônico que permite ao jogador perceber os elementos virtuais, sejam eles visuais, auditivos, táteis, gustativos ou olfativos, por meio de um canal sensorial não tradicional. Essa ocorrência insere-se no âmbito da sinestesia constitutiva, que compreende a integração dos mecanismos cerebrais e cognitivos, onde o indivíduo pode realmente enxergar cores ao escutar um determinado som, pode sentir um sabor ao encostar numa determinada superfície. Vale ressaltar a natureza filosófica de tal tecnologia, ou seja, abrange o maior número possível de pessoas, sejam deficientes sensoriais (em todos seus níveis) ou pessoas que não possuem nenhuma deficiência sensorial significativa. O desdobramento do estudo resultou no desenvolvimento de uma classificação perceptiva para os jogos eletrônicos. / [en] This dissertation sought to reflect the sensory disability in the world of video games, it marks on the concepts of phenomenology, synesthesia, interface, virtual communication and the body looking for contextualizing them with examples, citing media reports, academic studies, as well as some possibilities that come from technology electrotactile sensory substitution. Worked up the concept of kinesthetic game, kind of electronic game that allows players to realize the virtual elements, be they visual, auditory, tactile, taste or smell, through a sensory channel non-traditional. This occurrence is within the scope of the constitutive synesthesia, which includes the integration of brain and cognitive mechanisms, where the individual can actually see colors when listening to a particular sound, you can feel a taste for touching a surface. It is worth mentioning the philosophical nature of such technology, in other words, covering the largest possible number of people with disabilities are sensory (all levels) or people who have no significant sensory impairment. The unfolding of the study resulted in the development of a perceptual classification for games.