Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-03Bitstream added on 2014-06-13T20:12:34Z : No. of bitstreams: 1 caramori_pm_me_arafcl.pdf: 594556 bytes, checksum: 9764a7f850023b32f4da2c9f36454227 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa aborda a temática da educação de indivíduos com deficiência mental severa a partir das estratégias pedagógicas utilizadas por professoras de Educação Especial. Sua realização justifica-se por abordar o processo educacional de uma população, até então, pouco investigada e, também, por unir dois eixos de discussão de maneira inovadora: a Teoria da Modificabilidade Cognitiva Estrutural (MCE) desenvolvida por Reuven Feuerstein – tendo como aspecto principal a Experiência de Aprendizagem Mediada (EAM) – e a educação de alunos severamente prejudicados. Sob o enfoque da Teoria de Feuerstein, o professor desenvolve sua função não apenas como transmissor de conhecimento, mas como mediador, interpondo-se entre os estímulos do ambiente e o aluno. Nesse sentido, esta pesquisa tem como objetivo descrever e analisar de que maneira está sendo implementado o processo educacional de alunos com deficiência mental severa, enfocando as estratégias pedagógicas utilizadas pelas professoras de Educação Especial na cidade de Araraquara. Os procedimentos para sua execução iniciaram-se com a definição dos perfis das professoras, seu mapeamento e a posterior localização das mesmas. Definidos os participantes, a coleta dos dados se deu por meio de três instrumentos: entrevista semiestruturada realizada com as professoras, protocolo de observação e registro em diário de campo. Usou-se a análise qualitativa dos dados, a fim de permitir a extração de maior riqueza de detalhes do cotidiano observado. Dessa forma, os resultados apresentam uma descrição do trabalho das professoras participantes, evidenciando suas opiniões acerca de suas práticas, assim como a identificação das estratégias pedagógicas utilizadas. A partir da vasta gama de informações expostas sobre a atuação dessas educadoras, a conclusão deste estudo identifica algumas... / This research deals the issue of education for individuals with severe mental disabilities from the pedagogical strategies used by teachers of Special Education. Its implementation justified in fact that the educational process deal with a few investigated population, besides combine two strands of thread in an innovative way, as the Theory of Structural Cognitive Modifiability (SCM) developed by Reuven Feuerstein, with its main aspect, the Mediate Learning Experience (MLE), and education of severely impaired students. By the approach of Feuerstein´s theory, the teacher develops his function not only as a transmitter of knowledge, but as facilitators between the stimuli of the environment and the student. The main objective of this research is based on the intention to describe and analyze how it’s being implemented the educational process of students with severe mental disabilities, focusing on the pedagogical strategies used by teachers of Special Education in Araraquara city. The procedures for its implementation began with the establishment of profiles of teachers, their mapping and location. Defined the participants, the data collection was by means of three instruments: semi structured interviews with teachers, protocolo of observation and recorded in a field diary. Data analysis was treated in a qualitative way, as this approach allows the extraction of an immense wealth of detail of the daily observed, requiring the researcher a thorough treatment. The results provide a description of the work of the four participating teachers, demonstrating some of their views about their own practices and to identify the pedagogical strategies user by them. From the wide range of information exposed on the performance of educators, is offered as a conclusion to identify among their actions, some which may be related to the criteria governing the application of mediation... (Complete abstract click electronic access below)

Made available in DSpace on 2016-12-06T17:07:14Z (GMT). No. of bitstreams: 1 GecielyMFAlmeida.pdf: 813998 bytes, checksum: 451582088c09f6ccdca3c38e2ff13b1a (MD5) Previous issue date: 2007-08-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this research was to consider the classification of motor development for children with mental disabilities. Therefore, the work was performed in two stages. First, has to be an exploratory study with a population of one hundred children from 6 to 11 years with mental disabilities, registered in Florianopolis/SC in the special schools. Of these, 65 children were part of the sample and were evaluated by the following instruments: Biopsychosocial Questionnaire; Motor Development Scale; Wechsler Intelligence for Children Scale and Adaptive Behavior Evaluation Protocol. In parallel, was made monitoring of the motor development of four children with mental disabilities, who received intervention psychomotor for two years, being reviewed by Motor Development Scale every six months. The results show that found various aspects biopsychosocial had constituted risk factors for mental disabilities, such as maternal age (early or late), gestation intercurrences, complications at birth and low economic level. With regard, recital motor development and cognitive development, met strong correlation positive statistical, suggesting interdependence between the two variables. There was progress in the motor development of four children who received intervention psychomotor, both in quantitative and qualitative aspects. The proposed of motor classification for mentally disabled predicts sub classifications at level "well below" the Motor Development Scale, showing a useful application, viable and recommended for this group of the population. The main purpose of this classification is to help parents and professionals in the activities and interventions with each child, it becomes possible the understanding of the limitations and potential of each individual. / O objetivo desta pesquisa foi propor uma classificação do desenvolvimento motor para crianças com deficiência mental. Para isso, o trabalho foi realizado em duas etapas. Primeiramente fez-se um estudo exploratório com uma população de 100 crianças de 6 a 11 anos com deficiência mental, matriculadas em escolas especiais da região da Grande Florianópolis/SC. Destas, 65 crianças fizeram parte da amostra e foram avaliadas através dos seguintes instrumentos: Questionário Biopsicossocial; Escala de Desenvolvimento Motor EDM; Escala de Inteligência Wechsler para Crianças WISC-III e Protocolo de Avaliação do Comportamento Adaptativo. Paralelamente, foi feito um acompanhamento do desenvolvimento motor de 4 crianças com deficiência mental, que receberam intervenção psicomotora durante 2 anos, sendo reavaliadas pela EDM a cada 6 meses. Os resultados encontrados mostram que diversos aspectos biopsicossociais constituem fatores de risco para a deficiência mental, como idade materna (precoce ou tardia), intercorrências gestacionais, complicações perinatais e nível sócio-econômico baixo, dentre outros. Com relação aos aspectos motores e cognitivos, encontrou-se forte correlação estatística positiva entre desenvolvimento motor e deficiência mental, sugerindo interdependência entre as duas variáveis. Observou-se evolução no desenvolvimento motor das quatro crianças que receberam intervenções psicomotoras, tanto nos aspectos quantitativos, como qualitativos. A proposta de classificação motora para deficientes mentais prevê subclassificações no nível muito inferior da EDM, demonstrando uma aplicação útil, viável e recomendável para essa parcela da população. A principal finalidade desta classificação é auxiliar pais e profissionais no direcionamento de suas atividades e intervenções com cada criança, pois possibilita a detecção das limitações e das potencialidades de cada indivíduo.

Orientador: Maria Júlia Canazza Dall'Acqua / Banca: Roseli Aparecida Parizzi / Banca: Cristiano Mauro Assis Gomes / Resumo: A presente pesquisa aborda a temática da educação de indivíduos com deficiência mental severa a partir das estratégias pedagógicas utilizadas por professoras de Educação Especial. Sua realização justifica-se por abordar o processo educacional de uma população, até então, pouco investigada e, também, por unir dois eixos de discussão de maneira inovadora: a Teoria da Modificabilidade Cognitiva Estrutural (MCE) desenvolvida por Reuven Feuerstein - tendo como aspecto principal a Experiência de Aprendizagem Mediada (EAM) - e a educação de alunos severamente prejudicados. Sob o enfoque da Teoria de Feuerstein, o professor desenvolve sua função não apenas como transmissor de conhecimento, mas como mediador, interpondo-se entre os estímulos do ambiente e o aluno. Nesse sentido, esta pesquisa tem como objetivo descrever e analisar de que maneira está sendo implementado o processo educacional de alunos com deficiência mental severa, enfocando as estratégias pedagógicas utilizadas pelas professoras de Educação Especial na cidade de Araraquara. Os procedimentos para sua execução iniciaram-se com a definição dos perfis das professoras, seu mapeamento e a posterior localização das mesmas. Definidos os participantes, a coleta dos dados se deu por meio de três instrumentos: entrevista semiestruturada realizada com as professoras, protocolo de observação e registro em diário de campo. Usou-se a análise qualitativa dos dados, a fim de permitir a extração de maior riqueza de detalhes do cotidiano observado. Dessa forma, os resultados apresentam uma descrição do trabalho das professoras participantes, evidenciando suas opiniões acerca de suas práticas, assim como a identificação das estratégias pedagógicas utilizadas. A partir da vasta gama de informações expostas sobre a atuação dessas educadoras, a conclusão deste estudo identifica algumas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research deals the issue of education for individuals with severe mental disabilities from the pedagogical strategies used by teachers of Special Education. Its implementation justified in fact that the educational process deal with a few investigated population, besides combine two strands of thread in an innovative way, as the Theory of Structural Cognitive Modifiability (SCM) developed by Reuven Feuerstein, with its main aspect, the Mediate Learning Experience (MLE), and education of severely impaired students. By the approach of Feuerstein's theory, the teacher develops his function not only as a transmitter of knowledge, but as facilitators between the stimuli of the environment and the student. The main objective of this research is based on the intention to describe and analyze how it's being implemented the educational process of students with severe mental disabilities, focusing on the pedagogical strategies used by teachers of Special Education in Araraquara city. The procedures for its implementation began with the establishment of profiles of teachers, their mapping and location. Defined the participants, the data collection was by means of three instruments: semi structured interviews with teachers, protocolo of observation and recorded in a field diary. Data analysis was treated in a qualitative way, as this approach allows the extraction of an immense wealth of detail of the daily observed, requiring the researcher a thorough treatment. The results provide a description of the work of the four participating teachers, demonstrating some of their views about their own practices and to identify the pedagogical strategies user by them. From the wide range of information exposed on the performance of educators, is offered as a conclusion to identify among their actions, some which may be related to the criteria governing the application of mediation... (Complete abstract click electronic access below) / Mestre

The aim of this work was to attest an interventional programme for integration of mentally affected people. I was testing this programme once a week for 5 months in the Special school in Prachatice. In the experimental group there were 10 persons between 10 and 17 years of age. Using the standardized tests I tried to find out whether the persons would improve their abilities in the chosen criteria of motoric competence and social accommodation. Children were tested before and after application of the interventional programme. The control group with persons from the Special school in Prachatice was used for comparison. In this group there were 10 children 10 {--} 18 years of age. Statistical analysis was used for data evaluation.

The author focused her thesis on the transition from school to work in people with mental disabilities. The Current Status section provides the basic terminology definition of mental disability. The Quantitative Evaluation section captures the division and characteristics of individual degrees of mental disability. These are followed by a description of individual signs and causes of mental disability. To achieve a theoretical balance of the thesis, abilities of people with mental disabilities are assessed also in terms of a qualitative personality structure. The thesis describes specific characteristics of mental functions: perception, memory, thinking, attention, emotivity, and volitive traits. The thesis mentions documents affecting the rights of people with mental disabilities and it emphasises the right to education and employment. Opportunities for upbringing and education of persons with mental disabilities are monitored by their age and within the Czech educational system. Job opportunities for young people with mental disabilities are governed by the Employment Act and specific social programs also have their impacts; they are, for example, supported employment and transition programme, which provide support to people with mental disabilities in fulfilling their right to employment and integration into the mainstream society. The objective of the thesis is to describe the method of the transition programme and the definition of the supporting factors affecting the degree of inclusion in the occupational environment. To answer the set research questions, the author chose a qualitative research. The qualitative research is conducted through a case study. The author chose the following methods of data collection: participant observation, document analysis, and problem-focused interview, using instructions, with the parents of young mentally disabled people who have used or still use the transition programme service. The course of the programme and the fulfilment of the set objectives are influenced by the user?s personality, his or her natural social environment, schools and teachers, employers and workplace environment, and the consultant?s personality and the quality of their work with the user. The author perceives the transition programme as a specific programme, defined by legislation, of social rehabilitation service, which has its established place in an open civil society.

This text talks about a family invited to face their family album. To do that, it was considered this time, in which families relation nets are (re) configured and established in another manner. In this way, due to the complexity of this theme, this album was considered as a liquid family album. These facts are pointed in order to cause curiosity about a family album and then reflect about it as a reason for other senses and knowledge as well as a dispositive of conversation in investigations related to education. From this perspective, it was done some inferences about a liquid family album that has among its images/senses/characters a subject with mental disability. This is because the main objective of this study consists in asking about the liquid family configuration and also about the place and non-place of the subject who has the mark mental disability in this relation net. With this investigation, it is proposed the (de) construction of the mark mental disability based on the configuration of the liquid family and the studies about this liquid time (ephemeral, volatile, in bitter (de) construction of concepts, marks, values, tendencies ), described by some scholars, specially by Zygmunt Bauman. Thus, it was talked about something that has been produced, that is product and produces contemporary time. / Este texto disserta a respeito de uma família convidada a um enfrentamento com o seu álbum de família. Para isso, levou-se em consideração este tempo, em que as redes de relações familiares (re) configuram-se e se estabelecem de outra maneira. Sendo assim, devido à complexidade dessa temática, considerou-se esse álbum como sendo um álbum de família líquida. Esses elementos são considerados a fim de curiosear um álbum de família, e, assim, problematizá-lo como disparador de sentidos outros e de conhecimento, bem como um dispositivo de conversação na investigação em educação. A partir dessa perspectiva, fizeram-se algumas inferências acerca de um álbum de família líquida que tem, dentre as/os suas/seus imagens/sentidos/personagens, um sujeito que carrega a marca deficiência mental. Isso porque, o propósito deste estudo consiste em se perguntar sobre a configuração de família líquida e o lugar ou não-lugar do sujeito que carrega a marca deficiência mental nesta rede de relações. Com esta investigação, propõe-se a (des) construção da marca deficiência mental, tendo em vista a configuração de família líquida e os estudos sobre este tempo líquido (efêmero, volátil, em crônica (des) construção de conceitos, marcas, valores, tendências...), descrito por alguns teóricos, especialmente por Zygmunt Bauman. Desse modo, dissertou-se acerca de algo que está sendo produzido, é produto e produz a contemporaneidade.

Lorsque l’on entend parler d’un crime ou d’un acte de violence, les premières questions que nous nous posons concernent généralement l’auteur et la victime de l’infraction puis l’acte qui a été commis. Au regard des taux élevés de victimisation des personnes handicapées, il semble pertinent et important de s’interroger sur la façon dont le handicap est appréhendé dans le domaine de la justice. Cette thèse se situe à l’intersection de trois domaines différents que sont la psychologie sociale, le handicap et la criminologie. Son but principal est d’examiner l’influence du handicap face à une situation infractionnelle, que la personne handicapée soit auteure ou victime de l’infraction. Pour cela, cinq études combinant les approches descriptives et expérimentales ont été réalisées. Les deux premières recherches portent sur l’analyse d’archives judiciaires (violences conjugales et vols avec violence), avec pour objectif la comparaison de différents facteurs (individuels, familiaux, sociaux et légaux) entre les situations avec ou sans handicap. Trois études expérimentales ont été menées afin de déterminer l’effet de la présence d’un handicap et du type de handicap (moteur, mental, psychique) sur l’attribution de responsabilité des protagonistes, ce qui est ressenti lorsqu’une infraction est commise ainsi que sur les actions pouvant être entreprises. Les résultats indiquent une relative similarité des facteurs entre les archives judiciaires qu’il y ait ou non présence d’un handicap. Ceux des études expérimentales montrent un effet de la présence d’un handicap ainsi que du type de handicap sur les taux de responsabilité et sur ce qui est ressenti. L’implication de ces résultats est discutée d’un point de vue théorique et pratique. / When we hear about a crime or an act of violence, the first questions we ask ourselves concern generally the author and the victim then the act which was committed. With regard to the high rates of victimization of the disable people, it seems relevant and important to investigate how disability is apprehended in the field of justice. This thesis is situated at the intersection of three different domains that are social psychology, handicap and criminology. Its main purpose is to examine the influence of disability in the face of an unlawful situation that the disabled person is the author or the victim of the offense. Five research combining descriptive and experimental approaches have been made. The first two studies focus on the analysis of court records (domestic violence and thefts with violence), with the aim comparison of different factors (individual, family, social and legal) between the situations with and without disabilities. Three experimental studies were conducted to determine the effect of the presence of a disability and the type of disability (physical, intellectual, mental) on the attribution of responsibility of the protagonists, what is felt when an offense is committed and on possible actions. The results indicate a relative similarity factors between the judicial archives whether or not the presence of a disability. Those of the experimental studies show an effect of the presence of a disability as well as the type of disability on rates of responsibility and on what is felt. The implication of these results is discussed from a theoretical and practical perspective.

L’ambition des politiques sociales actuelles est de réduire les inégalités dans l’accès aux droits : renforcer l'accès à une pleine citoyenneté aux personnes handicapées et tendre vers une société inclusive. Reflet d’un changement de paradigme, le terme « inclusion » succède à celui d’« intégration». Autrement dit, ce n’est plus à l’individu « différent » de s’adapter à un système dit « normal », mais à la société de faire en sorte d'inclure toute personne quelles que soient ses particularités : la solidarité est l’affaire de tous. À La Réunion, les politiques inclusives s’inscrivent dans un contexte sociologique particulier. L’île présente des particularismes dus à une histoire coloniale récente, suivie d’un développement socioéconomique accéléré depuis la départementalisation en 1946. Ce DROM – Département Région Outre-Mer – présente les atouts d’une société industrielle mais n’en reste pas moins dépourvue de ressources propres. Un métissage de la population, une multiplicité, une mixité de pratiques culturelles et cultuelles sur ce petit territoire viennent rappeler la singularité des Réunionnais. La lecture du handicap et son traitement social en sont fortement imprégnés. Cette société qui a développé un mode de fonctionnement particulier, a fabriqué des espaces inclusifs qui ne correspondent pas toujours aux exigences et codes de la société française métropolitaine. Ces espaces viennent se poser parfois en dualité avec l’école, ce qui place les enfants handicapés mentaux sur la liminalité, sorte de sas entre les deux sphères, familiale et scolaire, mais dans lequel certains élèves stagnent. Les dispositifs actuels en faveur de l’inclusion amènent les acteurs impliqués, familles et professionnels, enseignants et travailleurs sociaux, à œuvrer pour une meilleure inclusion. / Social policies nowadays aim at reducing inequalities in access to rights: reinforce access to full citizenship for people with disabilities and build an inclusive society. The concept of "inclusion" is gradually substituting that of "integration", following the change of paradigm. In other words, it is no longer up to the person with “special needs” to adapt himself to a so-called "normal" system. It’s up to society to ensure that everybody is included, regardless of his particularities. Solidarity is everyone's responsibility. The sociological context of Reunion Island is quite particular: it has known a colonial history before its accession to the statute of French department in 1946, which has accelerated its socio-economic development. This Overseas Department presents the advantages of an industrial society, without any natural resources. The various cultural and religious practices in such a small territory due to the melding of populations make the people of Reunion island singular. Their representation of handicap and its social treatment are strongly influenced. This society has developed spheres of inclusion with particular codes that are quite different from those of the French metropolitan society. Therefore, these particular codes are sometimes different from those practiced in school. And children with mental disabilities live in a sort of airlock between the family and school spheres, where some students stagnate, in the liminality. Nowadays all stakeholders, families, teachers and social workers, try to rely on new schemes to achieve a better inclusion for these children.

Title: Negative emotions in swimming lessons for people with mental disability Objectives: The aim of this diploma thesis is to determine the occurrence of negative emotions associated with swimming lessons in people with mental disabilities through selected methods. Other goals are to find out the nature of the occurrence and the possibility of influencing these emotions. The result of guided interviews and the subsequent synthesis of knowledge should be the development of principles that are causal for the prevention and possible positive influence of negative emotions associated with swimming instruction in people with mental disabilities. Research questions 1. Do people with mental disabilities experience negative emotions in connection with swimming lessons? 2. On what basis do these emotions arise? 3. How can these emotions be prevented? 4. How can these emotions be positively influenced? Hypotheses I. In the swimming lessons of people with mental disabilities, we encounter negative emotions. II. It is possible to find out on the basis of what these emotions arise. III. Negative emotions can be positively influenced. IV. If these emotions are positively influenced, the individual's motor learning will be accelerated. Methods: Semi-structured interview, which will be evaluated on the basis of...

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