No description available.

Submitted by SANDRA SAMARA PIRES FARIAS (sandrafarias@ifba.edu.br) on 2015-11-04T11:48:13Z No. of bitstreams: 1 Os processos de inclusão dos alunos com surdocegueira na educação básica.pdf: 3068670 bytes, checksum: 9f09ae437b4836801a1829bad842f97c (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-11-04T15:51:28Z (GMT) No. of bitstreams: 1 Os processos de inclusão dos alunos com surdocegueira na educação básica.pdf: 3068670 bytes, checksum: 9f09ae437b4836801a1829bad842f97c (MD5) / Made available in DSpace on 2015-11-04T15:51:28Z (GMT). No. of bitstreams: 1 Os processos de inclusão dos alunos com surdocegueira na educação básica.pdf: 3068670 bytes, checksum: 9f09ae437b4836801a1829bad842f97c (MD5) / Este trabalho trata dos processos de inclusão dos alunos com surdocegueira congênitos ou adquiridos na tenra idade na Educação Básica. A surdocegueira refere-se à condição do déficit simultâneo da audição e da visão, resultando em uma deficiência singular que ocasiona a privação dos dois sentidos responsáveis pela recepção de informações à distância. O estudo teve como objetivo central investigar as narrativas dos processos educacionais de alunos com surdocegueira, relacionando-as com as garantias dos direitos educacionais na Educação Básica. A abordagem do tema foi perspectivada nas experiências das pessoas com surdocegueira, ouvindo a “voz” desses alunos por meio das narrativas da sua história de vida acadêmica. Participaram desse estudo dois alunos com surdocegueira, dos tipos congênita e adquirida na tenra idade, cursando ou já tendo cursado o ensino médio, em escolas de ensino regular, no estado da Bahia. O estudo constituiu-se como uma pesquisa qualitativa, com abordagem do tipo história de vida, buscando nas narrativas, as memórias dos participantes sobre as suas itinerâncias de inclusão educacional. O instrumento de coleta de dados foi a entrevista narrativa, registrada em filme e desencadeada a partir de uma questão geradora. A análise e discussão dos dados foram organizadas considerando a análise de conteúdos. Os resultados revelaram que: os narradores utilizaram formas de comunicação diferentes e eficientes para o processo de inclusão escolar, a libras e comunicação oral. Ambos utilizaram ainda, com fluência, o sistema de leitura e escrita braille; a participação da família como mediadora da comunicação dos participantes foi fundamental, sendo a mesma estimulada precocemente, em ambos os casos; as informações que os pais levaram para as escolas tratavam da especificidade e variedade da surdocegueira dos seus filhos, dados que contribuíram de forma assertiva para a inclusão escolar, ajudando a nortear os trabalhos que foram desenvolvidos com os alunos com surdocegueira, tanto na sala comum como no atendimento educacional especializado; as famílias imprimiram importância a educação de seus filhos com surdocegueira para que seus objetivos fossem alcançados e quando a escola estava preparada para oferecer o tipo de apoio que a família necessitava, estabelecia-se uma parceria, criando um ambiente amistoso e receptivo; sobre a inclusão na educação infantil, os participantes tiveram caminhos diferenciados, um foi matriculado em escola especial e em classe especial e suas interações se deram com crianças com surdez, enquanto que o outro foi matriculado em escola regular e suas interações foram permeadas pela diversidade de alunos; sobre a inclusão no ensino fundamental e médio, para ambos os narradores ocorreu em escolas de ensino regular, pública e privada; quanto ao atendimento educacional especializado, tanto na esfera privada, como na esfera pública, não foram atendidas as reais necessidades dos alunos com surdocegueira. De maneira geral, percebeu-se que os estudantes foram atendidos de forma fragmentada, não havendo articulação entre os professores do ensino o comum e ensino especial. O estudo, então, demonstra, dentre outros aspectos, a urgente necessidade de formação para os profissionais da sala comum e especial tanto na esfera pública como na privada. / ABSTRACT This work treats of inclusion processes of students with congenital and acquired at the tender deafblindness, in Basic Education. The deafblindness refers to the condition of simultaneous deficit of hearing and vision, resulting in a singular deficiency that causes the deprivation of the two senses responsible for receiving information from a distance. The study had as its central objective to investigate the narratives of educational processes of students with deafblindness relating them to the guarantees of educational rights in Basic Education. The theme approach was envisaged in the experiences of people with deafblindness, hearing the "voice" of these students through the narratives of their stories of academic life. The study included two students with deafblindness, the congenital and acquired at the tender age types, studying or having already completed high school in regular schools in the state of Bahia. The study consisted of a qualitative research, with type approach life history, seeking the narratives, memories of the participants about their itinerant educational inclusion. The data collection instrument was the narrative interview, recorded on film and triggered from a generating question. The analysis and discussion of the data were organized considering the content analysis. The results revealed that: the narrators used different and efficient forms of communication for the school inclusion process, libras and oral communication, both used also, with fluency, reading and writing Braille system; family involvement as a mediator of communication of participants was essential and was the same stimulated early, in both cases; The information that the parents took to the schools dealt with the specificity and variety of the deafblindness of their children, data that contributed assertively for school inclusion, helping to guide the works that have been developed with students with deafblindness, both in the common room as in specialized educational services; the families printed great importance to education of their children with deafblindness, not measuring efforts to achieve their goals and when the school was prepared to offer the kind of support that the family needed, established up a partnership, creating a friendly environment and receptive; on inclusion in early childhood education, participants had different paths, one was enrolled in special schools and in special classes and their interactions were with children with deafness, while the other was enrolled in regular school and their interactions were permeated by the diversity of students; on inclusion in primary and secondary education for both narrators took place in regular schools, public and private; as the specialized educational services, both in the private sphere as in the public sphere, were not answered the real needs of students with deafblindness. Overall it was noticed that the students were fragmented served, with no articulation between the common school teachers and special education. The study then demonstrates, among other aspects, the urgent need for training for common and special class of professionals in both public and in private.

O objetivo deste estudo foi analisar um programa de Orientação e Mobilidade para pessoas surdocegas, sugerindo caminhos para a inclusão na escola, no trabalho, e em outros ambientes; promovendo recursos para o desenvolvimento de autonomia e acessibilidade e sugerir diretrizes para novos programas, bem como, resgatar a auto-estima, a autonomia e, principalmente, a qualidade de vida para esta população. A pesquisa aponta a importância do protocolo de avaliação para o desenvolvimento do programa Passo a Passo de Orientação e Mobilidade para pessoas surdocegas visando realizar as adaptações necessárias nas técnicas de guia-vidente, bengala longa e a criação de recursos para favorecer um deslocamento orientado e seguro. / The objective of this study was to analyze an Orientation and Mobility program for deafblind people, suggesting paths to inclusion at school, work, and other environments; promoting resources for the development of autonomy and accessibility and suggest guidelines to new programs, as well as, to recover self-esteem, autonomy and, mainly, the quality of life of this population. The research points out the importance of the assessment procedure for the development of the Orientation and Mobility Step-by-Step Program for deafblind people, which aims the realization of necessary adaptations in the long cane and sighted-guide techniques, and the creation of resources to favor a safe and oriented travel.

Orientador: Silvia A. Mikami G. Pina / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-11T09:52:35Z (GMT). No. of bitstreams: 1 Arias_CamilaRamos_M.pdf: 8487016 bytes, checksum: e1919c119989fae9cc82fd8387d12dbb (MD5) Previous issue date: 2008 / Resumo: Trabalhos recentes na área do Desenho Universal e do projeto inclusivo têm contemplado a acessibilidade física e eliminação de barreiras arquitetônicas e urbanísticas com o objetivo de proporcionar a acessibilidade a todas as pessoas com deficiências, temporárias ou permanentes. Porém, tem sido constatado o aumento das deficiências múltiplas, entre elas a surdocegueira, sem a correspondente preocupação dos projetistas com os ambientes voltados especialmente para essas pessoas. Como hipótese, entende-se que o surdocego necessita de um conjunto de elementos ambientais para permitir e estimular a sua acessibilidade física, mobilidade e percepção do espaço, proporcionando-lhe oportunidades de inclusão. Assim, este trabalho reúne informações relevantes, no campo da percepção e necessidades espaciais do surdocego, a fim de subsidiar os profissionais na elaboração de seus projetos. Também propõe diretrizes gerais para a adequada inserção dessas questões nas metodologias de avaliação, em especial na complementação de tais aspectos na avaliação. Para tanto, realiza um estudo de campo para análise e a caracterização de instituições de referência no atendimento e apoio ao surdocego e passeios acompanhados com surdocegos em locais públicos. Para a coleta de dados do estudo de campo são utilizados fichas de avaliaçao, entrevistas parcialmente estruturadas e avaliações em cada instituição e percurso avaliado. A partir da análise, desenvolveram-se orientações aos profissionais projetistas e indicações de aspectos e elementos a serem adicionados para uma avaliação de uso apropriado de ambientes, contribuindo efetivamente para que futuros projetos considerem os aspectos da acessibilidade e percepção ambiental para uma inclusão plena / Abstract: Recent works in the Universal Design and inclusive project area have been contemplating the physical accessibility and elimination of architectural and town barriers with the objective of providing the accessibility the all of the people with deficiencies, temporary or permanent. However, the increase of the multiple disabilities has been verified, among them the deafblind people, without the designers' correspondent concern with the environment, especially to those people. As hypothesis, the work understands that the deafblind necessity a group of environmental elements to allow and to stimulate their physical accessibility, mobility and perception of the space, providing them inclusion opportunities. Like this, this work gather relevant information, in the field of the perception and space necessities of the deafblind, in order to subsidize the professionals in the elaboration of their projects. The work also propose general guidelines for the appropriate insert of those subjects about evaluation methodologies, especially in the complementation of such aspects in evaluation. For this, it accomplishes a field study for analysis and the characterization of reference institutions in the service and support to the deafblind and folloied strolls with deafblind people in public places. For the collection of data of the field study forms will be used with evaluation fiches, interviews partially structured and evaluations of each institution and folloied strolls. Starting from the analysis, it developed orientations to the architectural professional¿s designers and indications of aspects and elements to be added for an adapted use evaluation of environments, contributing indeed so that futures projects consider the aspects of the accessibility and environmental perception for a full inclusion / Mestrado / Arquitetura e Construção / Mestre em Engenharia Civil

Made available in DSpace on 2016-03-15T19:40:37Z (GMT). No. of bitstreams: 1 Elenir Ferreira Porto Carillo.pdf: 670648 bytes, checksum: b1938b1f3f6feda76faeb7833d29b1bd (MD5) Previous issue date: 2008-12-01 / The present study had as goal analyzing the opinion of the deafblinds acquired on the importance of the guide-interpreter in the process of communication and mobility in routine situations. It is focused specifically, on one hand, in situations that decrease the number of difficulties faced by them and their overcoming of the same ones; and on the other hand, situations that increase difficulties on the way of the deafblind. The sample was constituted by four deafblinds acquired, members of the Brazilian Association of the Deafblinds who already took part in programs of habilitation and rehabilitation related to communication and mobility, and the ones who make use of guide-interpreter services. Data was collected by individual interviews using a questionnaire specially elaborated for this project, organized in charts displaying this way, situations which make possible the decrease, overcoming and increase of the difficulties to each individual studied and the sample as a whole. The data analyzed showed that the guide-interpreter can overcome or decrease the deafblind s difficulties as they use different communication and mobility techniques. It was considered by the individuals researched, the necessity of this professional to have the ability and experience on the application of these techniques. However, the issues related to the deficiency on the application of such techniques by the guide-interpreter were the causes of the increase of difficulties reported by the individuals studied. It was also shown interferences coming from personal issues, pointing out to interpersonal relation issues, something not explored fully on the education of this professional. Attention to this matter could contribute satisfactorily on the performance of the guide-interpreter along with deafblinds acquired. / O presente estudo teve como objetivo analisar a opinião de surdocegos adquiridos sobre a importância do guia-intérprete no processo de comunicação e mobilidade, em situações do cotidiano. Especificamente voltou-se para: de um lado, as que propiciam a diminuição e superação de dificuldades; de outro lado as que aumentaram as dificuldades. A amostra foi constituída por quatro surdocegos adquiridos, filiados a Associação Brasileira de Surdocegos, que já participaram de programas de habilitação e reabilitação no que tange à comunicação e mobilidade e que utilizam os serviços de guia-intérprete. Os dados foram coletados a partir de entrevistas individuais, utilizando um questionário especialmente elaborado, alocados em Quadros, possibilitando a exposição das situações que propiciam diminuição, superação e aumento das dificuldades para cada sujeito de pesquisa e para a amostra como um todo. Os dados analisados mostraram que o guia-intérprete consegue superar ou diminuir as dificuldades dos surdocegos à medida que se utiliza das diferentes técnicas de comunicação e mobilidade. Foi valorizado de forma consensual pelos sujeitos pesquisados que esse profissional tenha habilidade e experiência na aplicação dessas técnicas. Por outro lado, questões relativas à deficiência na aplicação, por parte do guia-intérprete, das referidas técnicas foram, consensualmente, as causas de aumento das dificuldades relatadas pelos sujeitos estudados. Foram, também, assinaladas interferências de fatores pessoais, apontando para a questão do relacionamento interpessoal, algo ainda não explorado completamente na formação desse profissional. Atenção a essa questão poderá contribuir satisfatoriamente no desempenho do guia-intérprete junto aos surdocegos adquiridos.

This psychobiographical study of Helen Keller’s life is exploratory-descriptive in nature. The subject was chosen through purposive sampling. The choice was based on the researcher’s personal interest and the remarkable impact this profoundly handicapped woman had within her society. Helen Keller also meets the psychobiographical requirements. These include that she is historically well known, inspirational, and her life has been completed. The study uses a qualitative, single case, interpretive research design. The design is employed to study Helen Keller’s entire life span within a formal psychological theory. The theory used in this study is Daniel Levinson’s (1996) Life Structure theory of adult development. Data for this study were collected from a variety of primary and secondary sources which provided alternative perspectives on her life. In addition, the data have been corroborated by historical texts, and newspaper and journal articles. Levinson’s (1996) theory divides the lifespan into four developmental eras, each with its own biopsychosocial character. Each era in turn is divided into shorter periods of development, each with particular developmental tasks. Cross-era transitions separate the eras. By describing and exploring the data according to this theory, Helen Keller as a profoundly handicapped person is shown to display universal patterns of development as suggested by Levinson. At the same time, the Life Structure she developed, her life components, and Satisfactoriness illuminated her uniqueness. Through the application of the theory to Helen Keller’s life, this psychobiographical study facilitated an examination of the theory. This led to suggestions for potential development of the theory.

<p>This project is about the development of a application to aid deafblind people with time understanding. The application is written in C# language and have multiple functions to alarm the user. The application can alarm deafblind persons through a combination of sounds, pictures and vibrations. This makes the application very flexible and can be used by many different groups like deaf, blind and older people. This application have been evaluated by staff from <em>Mo Gård </em>resurscenter.</p> / <p>Det här arbetet handlar om att utveckla ett hjälpmedel för personer som lider av dövblindhet med en kognitiv nedsättning. Målet med projektet är att utveckla en applikation som ska hjälpa dessa personer med sin tidsuppfattning. Applikationen är skrivet i programmeringsspråket C# och har flera olika funktioner som ska ge användaren en tydligare uppfattning om tiden. Applikationens fördel är att den kan kombinera information via olika kommunikationsvägarna; visuellt, auditivt och taktilt. Det gör att applikationen är mycket flexibelt och att många olika målgrupper till exempel döva, blinda och äldre kan använda sig utav applikationen. Applikationen har utvärderats av <em>Mo Gårds hemmets</em> personal och har resulterat i positiv kritik.</p>

With the enlightenment thought in the 18th century, progress of man’s development grew to something better. Throughout this era all the way to the 19th century, the thought that the human kind can develop and evolve was every man’s pursue. It was believed that with the help of education, deaf and blind people could be given a chance for a normal set of life. That given the right tools they could be removed from the outline of society and brought into the social world. Throughout this time-period there where two different active ways of education that inspired educationalists in Europe and America. The German school, which focused on the development and use of speech and the French school which taught and focused on the visual language, i.e. sign language. This report puts interest in the development of the Swedish teacher Elisabeth Nordin’s chosen education system and its results. It was essential to study the background of education and care for the deaf and blind, in order to understand its progress. Furthermore, it gives a comparison of Sweden’s development in this area. Presenting a result of which the system of education for deaf and blind has gone from crippling them, to enchanting them a life of independency.

This project is about the development of a application to aid deafblind people with time understanding. The application is written in C# language and have multiple functions to alarm the user. The application can alarm deafblind persons through a combination of sounds, pictures and vibrations. This makes the application very flexible and can be used by many different groups like deaf, blind and older people. This application have been evaluated by staff from Mo Gård resurscenter. / Det här arbetet handlar om att utveckla ett hjälpmedel för personer som lider av dövblindhet med en kognitiv nedsättning. Målet med projektet är att utveckla en applikation som ska hjälpa dessa personer med sin tidsuppfattning. Applikationen är skrivet i programmeringsspråket C# och har flera olika funktioner som ska ge användaren en tydligare uppfattning om tiden. Applikationens fördel är att den kan kombinera information via olika kommunikationsvägarna; visuellt, auditivt och taktilt. Det gör att applikationen är mycket flexibelt och att många olika målgrupper till exempel döva, blinda och äldre kan använda sig utav applikationen. Applikationen har utvärderats av Mo Gårds hemmets personal och har resulterat i positiv kritik.

Games in general and computer games in particular have now become a mainstream activity for young people in the industrialized nations. Sadly, people’s interaction with computer artifacts and games are mainly still limited to the visual and auditive modalities. This constrains the richness of our interaction with those artifacts, it constrains the possibilities of using those artifacts to communicate and build relations with others, and it excludes some people from using them at all. This thesis answers the questions of whether it’s possible to use haptics as a single modality for conveying information in computer games, if it’s possible to translate the standard interfaces of existing computer games into haptic interfaces, and if it can be accomplished with the technology used in the gamepads of current generation game consoles. It also contains a theoretical foundation for using haptics in game design and a new design method for analyzing the requirements of computer game interface modalities. A computer game prototype called Sightlence was developed in order to answer these questions. The prototype was developed in four iterative cycles of design, development, and evaluative play sessions. Four groups of people participated in the play sessions: graduate students, and teachers, specializing in games; people who are deafblind; people from the general population; and pupils from a national special needs school in Sweden for children with deafness or impaired hearing combined with severe learning disabilities, or congenital deafblindness. The prototypes were tested with usability techniques for measuring performance and learnability. The usability tests showed that Sightlence can be successfully learned by people from the general population while the pupils with cognitive development disorders from the special needs school would need additional support in the game in order to learn to handle the increased abstraction caused by the haptic interface. The thesis ends with discussion of the designed and developed artifact Sightlence. The discussion touches on the design process, the usability testing, and possible future research and development relevant for making haptics a fruitful tool and medium for designers and people.