The thesis deals with the phenomenon of motherhood for women with intellectual disabilities. The first chapter of the thesis is devoted to the question of who are parents with intellectual disabilities and how their own personality influences their motherhood. The second chapter is concentrated on formal and informal sources of help that mothers with intellectual disabilities receive abroad. The third chapter aims to concentrate on existing system providing help to people with mental illness in the Czech Republic. The last part of the thesis presents a research project whose aim was to analyze the current situation of women-mothers with intellectual disabilities and understand how these women perceive their addressed motherhood and identify problems that women deal with during their pregnancy and motherhood. The research also describes what kind of support they receive. During the project was used a qualitative research which methods are presented by interviews. The research is based on analysis of interviews with four mothers with intellectual disabilities, which are further processed by using The Grounded Theory. The objectives of the thesis have been fulfilled, and stated the following theory: "Coping with a role of being mother is for women with intellectual disabilities subject to women's...

Estudos sobre o papel do responder por exclusão na aquisição de vocabulário têm se concentrado nas relações nome-objeto ou nome-figura, mas não está claro se esse processo está envolvido, e de que maneira na aprendizagem de diferentes categorias lexicais, adjetivos (propriedades do objeto), por exemplo. Este estudo teve por objetivo comparar a aprendizagem de relações nome-textura por participantes com diferentes perfis de desenvolvimento (crianças com desenvolvimento típico e indivíduos com deficiência intelectual) em dois procedimentos de ensino por exclusão. Participaram deste estudo 24 indivíduos, 12 com desenvolvimento típico (Grupo DT) e idade entre 5 e 6 anos e, 12 com deficiência intelectual com idade entre 8 a 13 anos (Grupo DI), todos com nível de desenvolvimento linguístico entre 5 e 6 anos. Os estímulos utilizados foram palavras ditadas (nomes de diferentes texturas) e estímulos táteis (objetos confeccionados com diferentes texturas, referentes aos nomes ditados). O procedimento tinha quatro fases. A primeira investigou se os participantes conheciam os nomes de texturas familiares (áspero e liso) linha de base. Na segunda fase, foram ensinadas quatro palavras desconhecidas (referentes a nomes de texturas), em duas condições. Na primeira, duas texturas (rugoso e aveludado) eram ensinadas com o uso de contraste linguístico referencial (CAC). Na segunda condição, outras duas texturas (listado e flocado) foram ensinadas em um procedimento de ensino por exclusão padrão (SAC). O critério de aprendizagem era 100% de acertos no bloco de sondas; blocos de ensino eram conduzidos até se atingir esse critério. Uma semana após cada condição, eram conduzidas sondas de manutenção dos nomes de adjetivos ensinados. Na terceira e quarta fase, sondas de manutenção geral (SMG) e sondas de generalização - SG (objetos diferentes com as mesmas texturas ensinadas) eram realizadas, bem como sondas de nomeação, apresentando-se os seis objetos com as diferentes texturas ensinadas. Ambos os grupos apresentaram desempenho similar: na Condição CAC, os participantes precisaram, em média, de um bloco de ensino para atingir o critério de aprendizagem; na Condição SAC precisaram de, em média, dois blocos. A Condição CAC favoreceu a aprendizagem das palavras novas, a partir de um número menor de blocos de ensino, porém, a exposição mínima, nas duas condições dificultou a manutenção e generalização dessa aprendizagem. Discute-se o papel do contraste linguístico referencial como dica contextual na aprendizagem de adjetivos em um procedimento de ensino por exclusão. / Studies about the role of responding by exclusion in vocabulary acquisition have focused on relations object name or name-figure, but it is unclear whether this process is involved, and how the learning of different lexical categories, adjectives (properties object), for example. This study aimed to compare the learning of name-texture relations by participants with different development profiles (children with typical development and individuals with intellectual disability) in two teaching procedures for exclusion. The study included 24 subjects, 12 typically developing (DT Group) and aged between 5 and 6 years, and 12 with intellectual disabilities 8-13 years aged (DI Group), all with level of language development between 5 and 6 years. The stimuli used were dictated words (names of different textures) and tactile stimuli (objects made with different textures, referring to the dictates names). The procedure had four phases. The first investigated whether the participants knew the names of familiar textures (rough and smooth) - baseline. In the first two textures (rough and smooth) were taught using referential linguistic contrast (CAC). In the second condition, another two textures (wrinkled and velvety) were taught in procedure teaching by exclusion (SAC). The criterion for learning was 100% correct in probes block; teaching blocks were conducted to achieve this criterion. One week after each condition, maintenance probes were conducted of the names of adjectives taught. In the third and fourth phase, general maintenance probes (SMG) and generalization probes - SG (different objects with the same taught textures) were held, as well as appointment of probes, presenting the six objects with different textures taught. Both groups had similar performance: the CAC condition, participants had to, on average, a teaching block to reach the criterion of learning; SAC on condition needed on average two blocks. The Condition CAC favored the learning of new words from a smaller number of teaching blocks, however, the minimal exposure, in both conditions difficult to maintenance and generalization of this learning. It discusses the role of the reference linguistic contrast to contextual clue in learning adjectives in a teaching procedure for exclusion.

Made available in DSpace on 2016-08-10T10:38:29Z (GMT). No. of bitstreams: 1 Fernanda Carla Stegani.pdf: 10431040 bytes, checksum: 2702ca1faeabb2d893b8f2971288b01e (MD5) Previous issue date: 2011-12-08 / The Intellectual Disability (ID) is defined as a disability characterized by significant limitations both in intellectual functioning and in the adaptive behavior and it is expressed in practical, social and conceptual skills, originating before the age of 18. It is one of the most common neuropsychiatric disorders in children and adolescents, with a 5% prevalence in our population. The Fragile X Syndrome (FXS) is the most frequent and best documented DI heritable in humans. The phenotype of FXS is associated with mutations in the gene FMR1 (Fragile X Mental Retardation-linked type 1) and it covers a broad spectrum of behavioral and physical involvement. It is caused by a CGG trinucleotide expansion in the first exon of the FMR1 gene located in the region Xq27.3 on the X chromosome Because of its phenotypic diversity, this disease has been under diagnosed in the pediatric population. Among the techniques used for molecular diagnosis of FXS, the MLPA (Multiplex Ligation-dependent Probe Amplification) has been considered promising. In this context, this study aimed to validate the molecular diagnosis of patients suspected of FXS in the Laboratory of Cytogenetics and Molecular Genetics (Lagene) by the MLPA technique. We selected 33 patients referred by medical from public health to Lagene with clinical of FXS. To perform the analysis by MLPA the Salsa MLPA P106-B1 MRX kit was used. The amplificons were obtained only for 15% of the patients. The MLPA kit used did not detect changes in the copy number of the FMR1 gene in any examined patient, being useful the need of other molecular methods to confirm the diagnosis of FXS. Thus, we concluded that such MLPA kit was not useful to detect specific changes in the copy numbers of the FMR1 gene. So the Salsa MLPA Kit P106-B1 MRX should not be used to the trial of patients with FXS. / A Deficiência Intelectual (DI) é definida como uma incapacidade caracterizada por limitações significativas, tanto no funcionamento intelectual quanto no comportamento adaptativo e está expressa nas habilidades práticas, sociais e conceituais, originando-se antes dos 18 anos de idade. É um dos transtornos neuropsiquiátricos mais comuns em crianças e adolescentes, com taxa de prevalência de 5% na população brasileira. A Síndrome do X-Frágil (SXF) é a forma mais frequente, mais pesquisada e melhor documentada de DI herdável em seres humanos. O fenótipo da SXF está associado a mutações no gene FMR1 (Fragile Xlinked Mental Retardation type 1) e abrange um amplo espectro de envolvimento físico e comportamental. É causada por uma expansão de trinucleotídeos CGG no primeiro éxon do gene FMR1 localizado na região Xq27.3 no cromossomo X. Em função de sua diversidade fenotípica, esta doença tem sido subdiagnosticada na população pediátrica. A importância do reconhecimento clínico e diagnóstico específico da SXF vem do fato de que teoricamente todos os casos são hereditários e familiais. Entre as técnicas moleculares utilizadas para o diagnóstico da SXF, a MLPA (Multiplex Ligation-dependent Probe Amplification) tem sido considerada promissora. Nesse contexto, este estudo teve como objetivo validar o diagnóstico genético-molecular de pacientes com suspeita da SXF no Laboratório de Citogenética e Genética Molecular (LaGene) da Secretaria Estadual de Saúde do Estado de Goiás, na cidade de Goiânia, pela técnica de MLPA. Foram selecionados 33 pacientes encaminhados pelo serviço médico da rede pública de saúde ao LaGene com indicação clínica de diagnóstico da SXF. Para realização da análise por MLPA foi utilizado o Kit: Salsa MLPA P106-B1 MRX. Foram obtidas amplificações de apenas 15% dos pacientes. O Kit utilizado não detectou alterações no número de cópias do gene FMR1 em nenhum paciente analisado, sendo necessário a utilização de outros métodos moleculares para confirmação do diagnóstico da SXF. Dessa forma, concluímos que o Kit utilizado não foi específico para detectar alterações no número de cópias do gene FMR1, não se mostrou sensível e específico na detecção de portadores da SXF, sendo considerado oneroso. Assim a técnica de MLPA, com o uso do Kit Salsa MLPA P106-B1 MRX , não deverá ser utilizada para se triar pacientes com suspeita da SXF.

Le Médiateur (MED) est un complexe multi-protéique dont le principal rôle est de transmettre à la machinerie transcriptionnelle de base les différents signaux fournis par les facteurs fixés sur des séquences d’ADN spécifique , permettant ainsi une régulation fine de l’expression des gènes. Des mutations dans le MED ou ses partenaires, comme NIPBL, sont à l’origine de diverses maladies telles que des malformations congénitales, des troubles neuro développementaux ou des cancers.A partir de cellules provenant de patients portant différentes mutations dans les sous-unités MED12 ou MED17 du MED ou dans NIPBL, nous avons observé une altération du niveau d’expression de certains gènes qui dépend de la localisation de la mutation et de la nature de leur activation. Ces variations de l’expression des gènes sont la conséquence d’un défaut dans la formation du complexe de transcription et du remodelage de la chromatine (modifications post-traductionnelles des histones). Outre une meilleure appréhension du rôle des sous-unités MED12 et MED17 du MED ainsi que NIPBL, sur la transcription des gènes, ma thèse a permis de mieux comprendre l’étiologie des maladies associées à une mutation dans ces protéines. / Mediator (MED) is a multi-protein complex whose main role is to convey to basal transcriptional machinery the different signals from factors bound at specific DNA sequences , allowing thus a fine regulation of gene expression. Mutations in MED or its partners, like NIPBL, cause various diseases, such as congenital malformations, neurodevelopmental disorders or cancers. Using cells from patients carrying different mutations in the MED subunits, MED12 or MED17, or in NIPBL, we observed an alteration of the expression of studied genes which depend on the position of the mutation and on the nature of the activation. These variations of gene expression are the consequence of a defect in transcription complex formation, as well as in chromatin remodeling(post-translational histones modifications). In addition to better comprehend the role of the MED subunits MED12 and MED17, and of NIPBL on gene transcription, my thesis helped to better understand the ethiology of the disorders associated with mutations in these proteins.

Background: People with intellectual disabilities (ID) remain at high risk of developing type 2 diabetes (T2D) due to lifestyle associated risk factors such poor diets and low physical activity levels. Interventions have been adapted which target ongoing T2D self-management. However, there are no adapted programmes which prevent T2D through reducing risk factors. The present research project addresses this gap through a three-phase study on the existing literature, theoretical basis, and process evaluation of a T2D prevention programme. Methods: Phase 1: The literature reviews identified that the support needs of people with ID with T2D are currently not being met. Appropriate training needs to be delivered so that people with ID can self-manage or reduce the risk of T2D effectively. Given the early onset of T2D in people with ID and their often shorter lifespan, there is rationale for a preventative agenda in T2D education. Four potential mainstream intervention programmes were identified, and the self-efficacy model was found to be the most prevalent successfully implemented theoretical model. Phase 2: Nine sub-themes were identified following analysis of the data: 1) "Mastery through knowledge"; 2) "Mastery through tools and strategies"; 3) "Mastery through autonomy"; 4) "Influence of social setting"; 5) "Positive social comparisons"; 6) "Positive and negative self-statements"; 7) "Feedback from Caregivers"; 8) "Adjustment experiences"; 9) "Symptom awareness". These were mapped onto Bandura's (1977) Four Sources of efficacy enhancement model and were consistentwith its proposed mechanisms. The Four Sources model serves as a useful mode of enquiry for exploring people with ID's experiences and perceptions of self-managing diabetes. It also confirms the appropriateness of ssself-efficacy as a potential intervention component for this population. However, additional support may be required for people with ID to reflect meaningfully on their experiences and thus have a sense of self-efficacy. Phase3: 96% of invited students agreed to participate. The Walking Away programme was positively received, and some short-term impact was described, yet there were limitations to accessibility of the program due to the complexity of the language and materials. Suggestions for further adaptations regarding materials and content were provided, and there was perceived scope for a long-term implementation built into college curriculum. Results: Phase One: The literature reviews identified that the support needs of people with ID with T2D are currently not being met. Appropriate training needs to be delivered so that people with ID can self-manage or reduce the risk of T2D effectively. Given the early onset of T2D in people with ID and their often shorter lifespan, there is rationale for a preventative agenda in T2D education. Four potential mainstream intervention programmes were identified, and the self-efficacy model was found to be the most prevalent successfully implemented theoretical model. Phase Two: Nine sub-themes were identified following analysis of the data: 1) "Mastery through knowledge"; 2) "Mastery through tools and strategies"; 3) "Masterythrough autonomy"; 4) "Influence of social setting"; 5) "Positive social comparisons"; 6) "Positive and negative self-statements"; 7) "Feedback from Caregivers"; 8) "Adjustment experiences"; 9) "Symptom awareness". These were mapped onto Bandura's (1977) Four Sources of efficacy enhancement model and were consistent with its proposed mechanisms. The Four Sources model serves as a useful mode of enquiry for exploring people with ID's experiences and perceptions of self-managing diabetes. It also confirms the appropriateness of self-efficacy as a potential intervention component for this population. However, additional support may be required for people with ID to reflect meaningfully on their experiences and thus have a sense of self-efficacy. Phase Three: 96% of invited students agreed to participate. The Walking Away programme was positively received, and some short-term impact was described, yet there were limitations to accessibility of the program due to the complexity of the language and materials. Suggestions for further adaptations regarding materials and content were provided, and there was perceived scope for a long-term implementation built into college curriculum. Phase Three: 96% of invited students agreed to participate. The Walking Away programme was positively received, and some short-term impact was described, yet there were limitations to accessibility of the program due to the complexity of the language and materials. Suggestions for further adaptations regarding materials and content were provided, and there was perceived scope for a long-term implementation built into college curriculum. Conclusions: The findings provide basis for a further trial incorporating the suggested adaptations. A self-efficacy informed prevention programme was highly acceptability to students and teaching staff. Further education colleges provided a supportive setting and yielded a rich sample.

Made available in DSpace on 2016-04-28T20:56:33Z (GMT). No. of bitstreams: 1 Sonia Cristina Esplendor dos Santos.pdf: 1523398 bytes, checksum: c90433f4a729d18076612356f43b37b1 (MD5) Previous issue date: 2012-11-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The repertoires of reading and writing are fundamental to improve the quality of life of all people. These repertoires are rarely taught to people with intellectual disabilities. There is a great distrust by the part of society in the learning abilities of people with intellectual disabilities and also among teachers there is a disbelief about effective teaching procedures, which allow acquiring repertoires complexes, like reading and writing. Behavior Analysis offers contributions from stimulus equivalence model. The literature indicates that teaching conditional relations between sound and visual stimuli (pictures and text), reading and writing can be installed and developed. The aim of this study was to apply a teaching procedure for the acquisition of reading and writing for learners with intellectual disabilities, using educational software Mestre ®. Participants were four individuals with intellectual disabilities, aged between 15 and 21 years. The study was organized into five steps and the stimuli used were dictated words (A), pictures (B) and written words (C). The relations AB, CC, BC, CE and AE were taught and the relations AC, CB were tested, and also reading (CD relation) and writing (BE relation). The generalization tests included reading and writing handwritten words and phrases. Considering the time of training (maximum of 8 hours), and comparing the performance of participants before and after training, it can be stated that the teaching procedure had a positive effect, because there was significant change in the repertoires of the participants' reading and writing. The results were discussed aspects of the teaching procedure and suggestions were made for further investigations / Os repertórios de leitura e escrita são fundamentais para a melhoria na qualidade de vida de todas as pessoas. Esses repertórios raramente são ensinados para pessoas com deficiência intelectual, pois existe grande descrédito, por parte da sociedade, sobre sua capacidade de aprendizagem e, por parte dos professores, a descrença sobre procedimentos de ensino eficazes, que possibilitem a aquisição de repertórios complexos, como os de leitura e escrita. Na abordagem da Análise do Comportamento, pesquisas recentes têm oferecido contribuições a partir do modelo de equivalência de estímulos. A literatura indica que, ensinando algumas relações condicionais entre estímulos sonoros e visuais (figuras e texto), é possível instalar ou aperfeiçoar os repertórios de leitura e escrita. A presente pesquisa teve como objetivo apresentar um procedimento de ensino para aquisição dos repertórios de leitura e escrita, a partir de discriminações condicionais, para aprendizes com deficiência intelectual, utilizando o software educativo Mestre®. Participaram cinco aprendizes, com idade entre 15 e 21 anos, com deficiência intelectual, que frequentam uma escola de educação especializada. O trabalho foi organizado em cinco etapas e os estímulos utilizados foram palavras ditadas (A), figuras (B) e palavras escritas (C). Foram ensinadas as relações AB, CC, BC, CE e AE e testadas as relações AC, CB, além da leitura oral (relação CD) e construção de palavras (relação BE.). Os testes de generalização incluíram a leitura, e a escrita manuscrita, de palavras e frases. Considerando o tempo de treino (máximo de 8 horas) e a comparação do desempenho dos participantes antes e após o treino, pode-se afirmar que o procedimento de ensino teve efeito positivo, pois houve melhora nos repertórios de leitura e escrita dos participantes. A partir dos resultados, discutiram-se aspectos sobre o procedimento de ensino e foram feitas sugestões para posteriores investigações

Made available in DSpace on 2016-04-27T16:33:09Z (GMT). No. of bitstreams: 1 Patricia Tanganelli Lara.pdf: 3531709 bytes, checksum: 83be276fadcc821c68dcc173018d4542 (MD5) Previous issue date: 2016-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The inclusion of students with intellectual disabilities requires the development of educational proposals for learning the content established in school. The guidelines established by PMSP seek operationalize the teaching strategies geared towards students with disabilities included in regular education classes through the support of Regent's professor of Follow-up and support room the inclusion. Whose current instrument is the document entitled "Evaluation Referential About Student Learning with Intellectual Disabilities Elementary School I" (São Paulo, 2008), based on "Curriculum Guidelines Preposition of Expectations of Learning Elementary School I" (2007). This document is intended to support the evaluation of the teacher of the classroom, have students with intellectual disabilities, to analyse the learning process and propose actions for the resizing of the pedagogical practices. This research aims to analyze the guidelines, conceptions and theoretical and practical propositions contained in this Benchmark, by matching them with those contained in the guidelines for Curriculum students considered normal. The analysis of the data collected and organized, the documents cited above, was based on the contributions of Vygotsky (1997, 2001, 2005, 2007, 2008, 2009), in particular the concepts of zone of proximal development, mediation processes and exploration of abstraction ability of students with intellectual disabilities. The main findings of the investigation can be thus described: 1) that the suggested adaptations Express, by lentificação and reduction of content, the prospect of impossibility of access to written language, but that expectations of school content learning (Oral Language, mathematics, science, geography and history) promote generally the development of abstract thought, which shows that the prospect of irreversibility of mental deficiency lies especially in relation to the field of written language; 2) the constant reiteration that indicated expectations can only be met with support from the teacher or more experienced colleagues are damaging to the development of abstract thought, which meets with the vygostskyana perspective, that the document claims to be its theoretical basis / A inclusão dos alunos com deficiência intelectual requer o desenvolvimento de propostas educacionais para a aprendizagem dos conteúdos estabelecidos na escola. As orientações estabelecidas pela PMSP procuram operacionalizar as estratégias de ensino voltadas para alunos com deficiência incluídos em classes do ensino regular através do apoio do professor regente da Sala de Apoio e Acompanhamento à Inclusão SAAI, cujo instrumento atual é o documento intitulado Referencial de Avaliação sobre a Aprendizagem do Aluno com Deficiência Intelectual RAADI Ensino Fundamental I (São Paulo, 2008), baseado nas Orientações Curriculares Preposição de Expectativas de Aprendizagem Ensino Fundamental I (São Paulo, 2007). Este documento tem o objetivo de subsidiar a avaliação do professor da sala de aula comum, que tenham alunos com deficiência intelectual, para analisar o processo de aprendizagem e propor ações para o redimensionamento das práticas pedagógicas. Esta pesquisa teve o objetivo de analisar as orientações, as concepções e proposições teórico-práticas contidas nesse Referencial, cotejando-as com aquelas contidas nas Orientações Curriculares destinadas aos alunos considerados normais. A análise dos dados colhidos e organizados, dos documentos citado acima, foi realizada com base nas contribuições de Vygotsky (1997, 2001, 2005, 2007, 2008, 2009), em especial os conceitos de zona de desenvolvimento proximal, processos de mediação e exploração da capacidade de abstração dos alunos com deficiência intelectual. Os principais achados da investigação podem ser assim descritos: 1) que as adaptações sugeridas expressam, pela lentificação e redução do conteúdo, a perspectiva de impossibilidade de acesso à língua escrita, mas que as expectativas de aprendizagem dos demais conteúdos escolares (Linguagem Oral, Matemática, Ciências, Geografia e História) favorecem, de maneira geral, o desenvolvimento de pensamento abstrato, o que revela que a perspectiva de irreversibilidade da deficiência mental reside especialmente em relação ao domínio da língua escrita; 2) a reiteração constante de que as expectativas indicadas só podem ser cumpridas com apoio do professor ou de colegas mais experientes prejudicam o desenvolvimento do pensamento abstrato, o que vai de encontro com a perspectiva vygostskyana, que o documento afirma ser sua base teórica

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-11-01T14:18:17Z No. of bitstreams: 1 Cândida Manuela Selau Leite_.pdf: 833538 bytes, checksum: 205ffb67460f971f6df6865d5b658939 (MD5) / Made available in DSpace on 2016-11-01T14:18:17Z (GMT). No. of bitstreams: 1 Cândida Manuela Selau Leite_.pdf: 833538 bytes, checksum: 205ffb67460f971f6df6865d5b658939 (MD5) Previous issue date: 2016-02-26 / FAPERGS - Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul / Neste trabalho, tento responder ao seguinte questionamento: como acontecem as atividades que visam ao desenvolvimento da linguagem de alunos com deficiência intelectual em atendimentos educacionais especializados, e em que medida essas contemplam a noção de letramento? Foi possível responder a essa pergunta ao observar e analisar dados – provenientes da pesquisa Aprendizagem de língua materna: contextos, desafios e perspectivas por um Ensino Fundamental para todos (Processo nº. 11/1273-4) – que evidenciavam como era realizado o trabalho com a língua/linguagem de alunos em AEE. Através desse corpus, foi observada a interação de duas alunas com diagnóstico de deficiência intelectual, de 13 e 14 anos, respectivamente, através de 11 gravações audiovisuais feitas no período letivo de 2013, em uma sala de recursos multifuncional da rede pública, situada na região do Vale do Rio dos Sinos. Essas interações foram transcritas e, assim, permitiram que se tornassem claras (1) a concepção de letramento presente em atendimentos realizados na sala de recursos multifuncional (SRM), (2) a recepção das atividades propostas pela professora para as alunas em atendimento e (3) a relevância do favorecimento das habilidades de linguagem que fazem uma intersecção entre alfabetização e letramento. Além de estar edificada em trabalhos iniciais – Leite e Fronza (2014); Haag e Fronza (2014); Wolf et. al. (2014) –, este estudo se constrói a partir das reflexões presentes em Bridi (2011), em Cárnio e Shimazaki (2011), em Haag (2015), em Marques e Delpretto (2012), em Pires (2010), em Rojo (2009, 2012), em Scherer (2015) e em Soares (2004, 2006), entre outros. À luz desse escopo teórico, as interações analisadas evidenciam uma leve aproximação das atividades desenvolvidas na SRM com a proposta de letramento; demonstram que nem sempre ocorria receptividade das atividades propostas; e apontam que é necessária ênfase em atividades de letramento que promovam um trabalho com a linguagem de qualidade. Pelas constatações feitas, acredita-se que as atividades de letramento desenvolvidas na Sala de Recursos Multifuncionais podem se constituir em uma possibilidade ímpar de valorização da linguagem de alunos com diagnóstico de deficiência intelectual. / Observing gaps, especially in Linguistics studies, it was possible to elaborate the following question: how do the activities which aim the development of language students with intellectual disabilities in specialized educational care take place, and to what extent these activities include the notion of literacy? It was possible to answer this question by observing and analyzing data from the research project "Mother tongue learning: contexts, challenges and prospects for a primary education for all" (Number 11/1273-4.) which evidenced how the first language teaching and learning was developed with students in Specialized Educational Attendance (SEA). Through the corpus, I observed the interaction between two students who were diagnosed with intellectual disabilities - aged 13 and 14, respectively – using 11 audiovisual recordings made in the 2013 school year, in a Multifunction Resource Rooms (MRR) from the public educational system, located in the metropolitan area of Vale dos Sinos, Brazil. Those interactions were transcribed, enabling some aspects to become clear, such as: (1) the notion of literacy in a MRR, (2) the reception of the activities proposed by the teacher to the students in attendance, and (3) the relevance of the development of the language skills which make an intersection between initial reading instruction and literacy. Besides being built based on earlier work, such as Leite and Fronza, 2014; Haag and Fronza, 2014; and Wolf at. al. 2014, this research is developed based on the reflections present on Bridi (2011), in Cárnio and Shimazaki (2011) in Haag (2015), in Marques and Delpretto (2012), in Pires (2010), in Rojo (2009 , 2012), in Scherer (2015) and Smith (2004, 2006), among others. Having this theoretical scope, the analyzed interactions: revealed a slight approximation between the activities developed in the MRR with the proposal of literacy; demonstrate that the recipiency of the proposed activities not always occurred; and, finally, data revealed that it is necessary some emphasis on literacy activities that promote the quality of language in classroom. According to those findings, we believe that the literacy activities which are developed in MRR may constitute a unique possibility of appreciation of the language of students diagnosed with intellectual disabilities.

The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort to increase access to postsecondary outcomes for this population. Suggestions for accessing the general curriculum and a discussion about increasing parental involvement and accessing appropriate adult agencies to further enhance these outcomes are provided.

We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest that VAS is an evidence-based practice for teaching a variety of daily living, navigation, vocational, recreation, and academic skills to adolescents and adults with intellectual disability. Results also show increases in independence and on-task behaviors. We conclude the article by discussing limitations and recommendations for future research.