Esta pesquisa aborda a aprendizagem da linguagem cartográfica mediada pelo processo de desenvolvimento de recursos didáticos táteis, com as contribuições da perspectiva sócio histórica. O recorte teórico sobre linguagem e cartografia escolar e tátil buscou embasar as discussões sobre o ensino de geografia a partir da dialogia na mediação pedagógica e ressaltar a importância do domínio da linguagem cartográfica. O processo de desenvolvimento de materiais táteis como mediação na aprendizagem foi analisado a partir da realização de duas oficinas em cartografia tátil e entrevistas. Objetivando-se valorizar a pesquisa educacional qualitativa e as reflexões do professor sobre sua prática, a metodologia da pesquisa-ação serviu à coleta de dados, como elementos colaborativos e narrativos enquanto aspectos fundamentais. Discutiu-se com professores o processo cartográfico como mediador da aprendizagem da linguagem cartográfica frente aos desafios encontrados para o ensino de geografia e para um uso social da linguagem cartográfica, verificando-se possibilidades e mudanças no discurso e nas práticas pedagógicas. Acreditase que os professores possam ser atores educacionais e produtores de seu instrumental de trabalho, com subsídios teóricos e metodológicos para o planejamento de atividades, e que seja também um processo significativo o ato de mapear o seu trabalho docente. / This research addresses the learning of the cartographic language mediated by the process of tactile didactic resources development, with the contributions of socio-historic perspective. The theoretical framework of language and tactile school cartographic sought to base discussions on the teaching of geography from the dialogues within the pedagogical mediation, enhancing the importance of cartographic language and its knowledge. The process of tactile materials development as mediation in learning was analyzed in view of two workshops offered about tactile maps to teachers and the interviews with them. Aiming to enhance the qualitative educational research and teachers reflections on their practice, the methodology based on action -research was used to collect data, such as collaborative and narrative elements as fundamental aspects. The mapping process was discussed with teachers as a mediator of learning the cartographic language, facing the challenges found in geography teaching. Also having in mind a social use of the cartographic language and considering the possibilities and changes in discourse as well the pedagogical practices. The author argues that teachers can be educational actors and producers of their work and resources, with theoretical and methodological basis for the activities planning, and having the act of mapping as significant process.

Esta pesquisa aborda a aprendizagem da linguagem cartográfica mediada pelo processo de desenvolvimento de recursos didáticos táteis, com as contribuições da perspectiva sócio histórica. O recorte teórico sobre linguagem e cartografia escolar e tátil buscou embasar as discussões sobre o ensino de geografia a partir da dialogia na mediação pedagógica e ressaltar a importância do domínio da linguagem cartográfica. O processo de desenvolvimento de materiais táteis como mediação na aprendizagem foi analisado a partir da realização de duas oficinas em cartografia tátil e entrevistas. Objetivando-se valorizar a pesquisa educacional qualitativa e as reflexões do professor sobre sua prática, a metodologia da pesquisa-ação serviu à coleta de dados, como elementos colaborativos e narrativos enquanto aspectos fundamentais. Discutiu-se com professores o processo cartográfico como mediador da aprendizagem da linguagem cartográfica frente aos desafios encontrados para o ensino de geografia e para um uso social da linguagem cartográfica, verificando-se possibilidades e mudanças no discurso e nas práticas pedagógicas. Acreditase que os professores possam ser atores educacionais e produtores de seu instrumental de trabalho, com subsídios teóricos e metodológicos para o planejamento de atividades, e que seja também um processo significativo o ato de mapear o seu trabalho docente. / This research addresses the learning of the cartographic language mediated by the process of tactile didactic resources development, with the contributions of socio-historic perspective. The theoretical framework of language and tactile school cartographic sought to base discussions on the teaching of geography from the dialogues within the pedagogical mediation, enhancing the importance of cartographic language and its knowledge. The process of tactile materials development as mediation in learning was analyzed in view of two workshops offered about tactile maps to teachers and the interviews with them. Aiming to enhance the qualitative educational research and teachers reflections on their practice, the methodology based on action -research was used to collect data, such as collaborative and narrative elements as fundamental aspects. The mapping process was discussed with teachers as a mediator of learning the cartographic language, facing the challenges found in geography teaching. Also having in mind a social use of the cartographic language and considering the possibilities and changes in discourse as well the pedagogical practices. The author argues that teachers can be educational actors and producers of their work and resources, with theoretical and methodological basis for the activities planning, and having the act of mapping as significant process.

<p>This dissertation examined perturbation effects during complex tactile information transmission. The four experiments provide evidence regarding sensory and information processing demands in early stages of complex tactile learning.</p> <p>Experiment 1 established complex tactile learning behavioural performance. Vibrotactile stimuli representing Morse code letters were communicated to participants with or without induced perturbation to the finger of letter reception. Response performance was measured and augmented feedback was provided retroactively. Perturbation conditions lead to poor performance during tactile acquisition, but improved performance during application of knowledge.</p> <p>Experiment 2 determined if the experiment 1 results demonstrated masking or response competition paradigms. Target “masking” is the reduced ability to detect or interpret a stimuli pattern by presentation of other information (Craig, 1985; Verrillo, 1985). Response competition is the competition or distraction from target response generation by secondary stimuli (Craig, 2000; Bolanowski et al., 2000). Experiment 2 tested response competition by spatially separating the perturbation and tactile information delivery sites.</p> <p>Experiments 3 and 4 served to replicate behavioural acquisition data from experiments 1 and 2. They also extended the findings of the first two experiments by introducing neurophysiological measurement to reflect the changes associated with the two perturbation conditions. The study discerned whether the masking and response competition paradigms from experiments 1 and 2 were predominantly impacting the peripheral or central information processing.</p> <p>Results from the four studies collectively demonstrate that increased demands are placed on the sensory system during early stages of complex tactile learning when perturbation is spatially congruent with tactile information delivery. Experiments 1 and 2 revealed that attention does not supersede spatial location of perturbation, and perturbation location is paramount to yield sufficient interference to impede acquisition yet lead to enhanced knowledge retention and transfer. Experiments 3 and 4 determined that cortical information processing associated with complex tactile information acquisition are neurophysiologically differentiated when relative locations of meaningful and perturbation stimuli are congruent or spatially separated. The findings from this dissertation serve as an advancement of our understanding of masking and response competition phenomenon as they pertain to complex tactile learning.</p> / Doctor of Philosophy (PhD)

A portraiture study was conducted with four children enrolled in various grades of a rural Virginia elementary school. . Purposeful sampling was used as a selection tool, and all students were participants of the Title I program, unsuccessfully discontinued from the Reading Recovery program, and were tested as field dependent, a cognitive characteristic, using the Children's Embedded Figures Test created by Witkin, et al (1971). These participants were observed within a classroom setting, a small group setting, and in a one-on-one setting. Interviews offered the opportunity to investigate the students' feelings and attitudes towards using the overlays. Field notes, unaided observations, participant observations were gathered, and interviews were conducted with the students, as well as with the reading specialist, the teachers, and the administrator of the school. Further data was gained from historical records from the school and evaluative tools used within the classroom, on a periodic basis. Outcomes of this study focus on the process of using colored overlays with these participants, their self-efficacy their feelings about using the tool, how the faculty perceives this tool, and additional implications with regards to field dependence and colored overlays within the classroom. / Ph. D.

The work gives a comprehensive overview of the education of students with severe visual impairment, focusing on teaching language education. Currently, more and more advancing the concept of integration / inclusion of pupils with special educational needs in mainstream education are the teachers in mainstream schools subject to requirements that the process of integration / inclusion of these pupils were able to cope. It is therefore necessary that the teachers have to orientate in this field, and especially to know who can work with, who to turn to. To create a homogeneous group within the class is very appropriate for the pupil with severe visual impairments to participate in any activities with their peers, under which, inter alia, the work also comes with teaching aids. To support such a common activity, I made a technical cooperation tactile teaching materials focusing on language education. You can also use the intact classmates in the classroom, which could eliminate the differentiation of students "without " and "with" special educational needs as much as possible.