Les manifestations neuro-ophtalmologiques, observées dans la sclérose en plaques sont parfaitement déterminées à l’heure actuelle. Cependant, l’aspect chronique des troubles visuels résultants n’est pas toujours précisément évalué, or de telles lacunes sont un frein à leur prise en charge. Dans une première partie, les caractéristiques des troubles visuels chroniques ont été mesurées. Il s’agissait de quantifier le pourcentage de plaintes visuelles chroniques chez des patients atteints de sclérose en plaques puis de mesurer le degré d’intensité des troubles visuels chroniques, de déterminer leurs origines physiopathologiques et de rendre compte de leur retentissement sur la qualité de vie des patients se plaignant de troubles chroniques. Les voies visuelles afférentes étaient altérées dans 68% des cas. Des troubles oculomoteurs étaient fréquemment observés (89%) dont le nystagmus pendulaire (28%), source de gêne visuelle. Dans une seconde partie, nous nous sommes donc intéressés au nystagmus pendulaire et à sa conséquence fonctionnelle, l’oscillopsie, afin de proposer une prise en charge spécifique. Néanmoins, les mécanismes de ce nystagmus ne sont pas encore bien définis. Il était donc important de développer une hypothèse explicative à partir de l’observation de deux cas particuliers de nystagmus monoculaire et de démontrer que le nystagmus pendulaire de la sclérose en plaques est à distinguer du nystagmus pendulaire du tremblement oculopalatin, souvent confondus. Enfin, nous proposons une méthode évaluant la détection du mouvement (par stimuli de contraste asservis au regard) ainsi qu’un protocole de stimulation optocinétique tentant de réduire ce symptôme / Neuro-ophthalmic manifestations observed in multiple sclerosis are well-known. However, the chronic feature of visual dysfunctions is not always precisely determinated. These imprecision impede the development of specific therapeutic approach. In a first part, the chronic characteristics of visual dysfunctions were assessed. The percentage of chronic visual complaints in multiple sclerosis patients was quantified and then the intensity of chronic visual deficits was measured, their pathophysiologic origins determined and finally their impact on quality of life was taken into account. Visual pathways were impaired in 68% of patients. Ocular motor disorders were frequently observed (89%) including pendular nystagmus (28%), accounted for visual discomfort. In a second part, we focused on pendular nystagmus and its functional consequence, oscillopsia, to propose a specific treatment. First of all, the mechanisms of this nystagmus are not yet well defined. Therefore, we developed some hypothesis from the observation of two patients with monocular nystagmus and demonstrated in a second part that the pendular nystagmus in multiple sclerosis is distinct from the pendular nystagmus of oculopalatal tremor. Finally, we proposed a method evaluating oscillopsia (motion detection by contrast stimuli moving synchronically with gaze) that was tested before and after an optokinetic stimulation protocol aimed to reduce this symptom

Made available in DSpace on 2016-04-04T18:32:55Z (GMT). No. of bitstreams: 1 Maria Teresa Rocha Trinanes.pdf: 944696 bytes, checksum: 071295b1e217f29c4a8c91956ae10f64 (MD5) Previous issue date: 2009-12-16 / This study aims to analyze the school staff pedagogical inclusive work, throughout of one Full-Time elementary School Full-Time (FTES) at public school in S?o Paulo State, with the inclusion students with visual disability. School Census Data of 2006 reveal the number of students with disabilities envolled in elementary schools has been increasing yearly. This increase in enrollment requires an inclusive educational activity which contributes to the skillful support and support for regular education class teachers. Through a survey done in Board of Education in S?o Paulo State on the number of students with visual disability enrolled in the FTES, it was found that: in only one of them those students FTES enrolled. The theoretical basis of this study was gotten were the authors who advocate the inclusion as a principle of political consciousness such as Educator: CAIADO (2008); JANUZZI (2006); MANZINI (2008); ARRUDA (2008) and others. Qualitative, the research had as a methodological design: the document analysis focused on legislation for specialized educational services and the Guidelines for the FTES, and twelve pre-qualification interviews and post-qualification semi-structured interviews held with regular education, the ones from specialized educational services, the pedagogical coordinator, the principal and teacher who coordinates pedagogical workshop. The collected data were analyzed based on the historical-critical pedagogy, contextualizing the inclusive education which aims to meet the special and specific educational needs of students with visual disability inserted the FTES. From the interpretation of the data we could reflect on the proposal for inclusive education which has been trying to be held in this FTES and then we pointed the need to reinterpretation of specialized educational services for their inclusive pedagogical actions to be worthier and emancipatory for those students with visual disabilities who are part of the ordinary classroom diversity. We also noticed the pressing need to promote the special education merge with primary education which will provide a great quality of education for all come true. / Este estudo tem como objetivo analisar o trabalho pedag?gico inclusivo de uma equipe escolar, do ensino fundamental de uma Escola de Tempo Integral (ETI) da rede p?blica estadual paulista, junto aos alunos com defici?ncia visual inclu?dos. Dados do Censo Escolar do ano de 2006 revelam que o n?mero de alunos matriculados com defici?ncias no ensino fundamental aumenta anualmente. Esse aumento de matr?culas exige uma a??o educativa inclusiva que contribua com o apoio e suporte especializado aos professores da sala regular de ensino. Em um levantamento em uma Diretoria de Ensino Paulista sobre o n?mero de alunos com defici?ncia visual na ETI, constatou-se que: em apenas uma encontram-se esses alunos matriculados. A fundamenta??o te?rica, deste estudo, foi baseada nos autores que defendem a inclus?o como princ?pio de consci?ncia pol?tica e de ser Educador como CAIADO (2008); JANUZZI (2006); MANZINI (2008); ARRUDA (2008), e outros. De car?ter qualitativo, a pesquisa teve como delineamento metodol?gico: an?lise documental com foco na legisla??o para o atendimento educacional especializado e das Diretrizes para a ETI; e 12 entrevistas realizadas em dois momentos: pr?-qualifica??o e p?s-qualifica??o junto aos professores do ensino regular, ao professor do atendimento educacional especializado, ao coordenador pedag?gico, ao diretor e ao professor coordenador da oficina pedag?gica. Os dados coletados foram analisados com base na pedagogia hist?rico-cr?tica, contextualizando com a educa??o inclusiva que pretende atender ?s necessidades educacionais especiais e espec?ficas dos alunos com defici?ncia visual na ETI inseridos. A partir da interpreta??o dos dados pudemos refletir sobre a proposta de educa??o inclusiva que vem tentando ser realizada nesta ETI e apontamos a necessidade de ressignifica??o do atendimento educacional especializado para que suas a??es pedag?gicas inclusivas sejam de mais valia e emancipat?rias para o aluno com defici?ncia visual que ? parte integrante da diversidade da sala de aula comum. Percebemos tamb?m a necessidade premente de fomento ? fus?o da educa??o especial com a educa??o b?sica, concretizando um ensino de qualidade para todos.

Made available in DSpace on 2016-04-27T18:12:36Z (GMT). No. of bitstreams: 1 Mariana Marques Caldeira.pdf: 1482639 bytes, checksum: 7896b45b5066214e9107752c5522f821 (MD5) Previous issue date: 2008-07-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research, of explanatory character, had as objective to show phonological work done with visual disabled kids. Another goal was understanding the role professionals in this area have when working in institutions these kids go to. For that, semi-conducted interviews were made with speech therapists who working institutions which deal with visual disability, multiple disabilities and deaf-blindness. By that time, those professionals were assisting visual disabled children. In the presentation and discussion of data provided, aspects which have been talked about in the literature concerning this issue were highlighted. Some of them are: precocious intervention, need for group work (professionals involved), receiving and giving orientation to families. Having as a support Winnicott´s theory, it was relevant to highlight the importance of a speech therapist paying special attention to specificities which characterize those children, besides, receiving well the family, specially the mother (or/ and the person in charge on the child). This should be done in order to make parents closer to the child, taking into account that an interruption this relationship may suffer might influence the kid s development. It s essential that professionals involved make constructive experiences possible in a visual disabled child s life / A presente pesquisa, de caráter exploratório, teve como objetivo retratar o trabalho fonoaudiológico realizado junto a crianças com deficiência visual que freqüentam instituições, assim como compreender o papel que as profissionais nelas exercem. Para tanto, foram realizadas entrevistas semidirigidas com fonoaudiólogas que trabalham em instituições voltadas tanto para a deficiência visual, como para múltiplas deficiências e surdo-cegueira, mas que, na ocasião da coleta, atendiam crianças com deficiência visual. Na apresentação e discussão dos dados, foram destacados e comentados aspectos que vêm sendo abordados na literatura das diversas áreas que atuam com esse público, tais como: intervenção precoce, necessidade de os diversos profissionais envolvidos trabalharem em conjunto, acolhimento e/ou orientação aos familiares. Tendo como referência alguns pontos da teoria winnicottiana, foi destacada, então, a importância de o fonoaudiólogo contemplar as especificidades que caracterizam essas crianças, bem como acolher os familiares, em especial, as mães (e/ou cuidador), no sentido de aproximá-las de seu filho, visto que esta relação muitas vezes pode sofrer interrupções que influenciam no desenvolvimento da criança. É fundamental que os profissionais envolvidos possibilitem que a criança com deficiência visual viva experiências constitutivas

Made available in DSpace on 2016-04-27T18:12:39Z (GMT). No. of bitstreams: 1 Denise Cintra Villas Boas.pdf: 550822 bytes, checksum: 6046c533502a2c38a4ab7766db08c1fc (MD5) Previous issue date: 2009-02-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Aim: To investigate the attributed meaning to oral expressivity and its practice in the classroom of teachers of the visually impaired. Justification: Little attention is given to the teacher who works with special educational needs, especially among those whose voice is the mediation of what happens in the world, that is, teachers of blind students and/or low vision. This fact is confirmed by the lack of bibliography resources that address the issue. Theoretical and methodological aspects: Eight of the visually impaired participated in this research, divided into three groups: sighted teacher (GV), composed of four participants, teachers who have low vision (GVS), composed of two participants and blind teachers (GC), composed of two participants. Individual interviews were held with all the teachers who answered six semi-directed questions, previously compiled, which addressed the issue of communication between teacher and student in a classroom environment. The transcribed interviews were submitted to analysis, that considered the contents of the reports. Subsequent to the review process of the collected interviews, successive reading and the definition and design of this study, the first step was the establishment of categories, according to issues highlighted in the content of the answers. After defining the categories and organization of material, Maps of Associations of Ideas were produced that allowed the preservation of the interaction of the context and allowed the visualization of the inter-animation process in the face of questions, keeping intact the dialogical context. Results: The teacher of the visually impaired considers the voice as the main mean of communication with his students in the classroom. The teaching methods of these teachers are supporting the principles of providing all possible details and information about the content, adapted materials, guide as to the mobility, among others, through vocal and physical resources. There is the importance of interaction in the classroom, which is supported by vocal and physical resources (body language resources), between the teachers and the students, for clear and objective communication / Objetivo: Investigar o sentido atribuído à expressividade oral e sua prática em sala de aula, de professores especializados na área da deficiência visual. Justificativa: Pouca atenção é dada ao professor que trabalha com alunos que apresentam necessidades educacionais especiais, principalmente entre aqueles cuja voz faz a mediação do que acontece no mundo, ou seja, professores de alunos cegos e/ou de visão subnormal. Tal fato é confirmado pela escassez de fontes bibliográficas que tratam do assunto. Aspectos teórico-metodológicos: Participaram desta pesquisa oito professoras especializadas na área da deficiência visual, divididas em três grupos: professoras videntes (GV), composto por quatro participantes; professoras que apresentam visão subnormal (GVS), composto por duas participantes; e professoras cegas (GC), composto por outras duas participantes. Foram realizadas entrevistas individuais, com todas as professoras, que responderam seis perguntas semi-direcionadas, previamente elaboradas, abordando o tema da comunicação entre professor e aluno, no ambiente de sala de aula. As entrevistas transcritas foram submetidas a uma análise, que considerou os conteúdos dos relatos. Após o processo de análise das entrevistas coletadas por meio de sucessivas leituras e a definição e delineamento desse estudo, o primeiro passo foi o estabelecimento de categorias, de acordo com aspectos destacados no conteúdo das respostas, definidas da seguinte forma: Após a definição das categorias e organização do material, foram elaborados mapas de associação de idéias que permitiram a preservação da interação do contexto e possibilitaram a visualização do processo de interanimação diante das perguntas, mantendo o contexto dialógico intacto. Resultados: O professor especializado na área da deficiência visual considera a voz como principal meio de comunicação com seus alunos, em sala de aula. As práticas pedagógicas subsidiam-se nos princípios de fornecer todos os possíveis detalhes e informações a respeito do conteúdo, adaptar materiais, orientar quanto à mobilidade, entre outros, por meio dos recursos vocais e corporais. Observa-se a importância da interação em sala de aula, que é favorecida pelos recursos vocais e corporais, tanto das professoras quanto dos alunos e, mais pontual, por uma comunicação clara e objetiva

Made available in DSpace on 2016-04-26T18:16:25Z (GMT). No. of bitstreams: 1 Magda Amabile Biazus Carpeggiani Bellini.pdf: 3852244 bytes, checksum: 2517584f1b124f49e6a5428a1669c1ab (MD5) Previous issue date: 2007-09-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The main hypothesis of this research is that individuals who carry a congenital visual disability can increase their bodily communication strategies through re-meaningfulness processes of body internal image through movement. For these individuals, a simple level of control, possession, direction, and operation of their bodies become particularly limited, however, it is possible to intervene in this process through specific trainings. The steady and varied proprioceptive stimulation and the vestibular system (concerning equilibrium) can compensate the lack of sight, giving a body sense less precarious. The investigation puts together references from the communication theory and philosophy of mind, demystifying the sight as a singular and unique process. Therefore, it debates the image construction (mainly from Antonio Damásio s work, Lakoff & Johnson and Alain Berthoz) and bodymedia identity (Katz and Greiner). The research results have been tested in practical experiments performed by means of dance classes for blind people since the Master course. Currently, the investigation of some cognition models by cognitive science bias, the survey of disability paradoxical role and its latent connections, have been corroborating that the brain is a highly adaptable and efficient system, able to re-establish communicative links even before the most precarious situations / Esta pesquisa parte da hipótese de que indivíduos portadores de deficiência visual congênita podem ampliar suas estratégias de comunicação corporal através de processos de re-significação da imagem interna do corpo por intermédio do movimento. Para esses indivíduos, um nível elementar de controle, de posse, de orientação e operação de seu corpo torna-se respectivamente restrito, mas é possível intervir nesse processo por meio de treinamentos específicos. A constante e variada estimulação proprioceptiva e do sistema vestibular (referente ao equilíbrio) pode compensar a falta da visão, proporcionando um senso do corpo menos precário. A investigação alia referências da teoria da comunicação e da filosofia da mente, desmistificando a visão como um processo único e singular. Para tanto, discute a construção da imagem (sobretudo na obra de Antonio Damásio, Lakoff & Johnson e Alain Berthoz) e da identidade do corpomídia (Katz e Greiner). Os resultados das pesquisas vêm sendo testados em experimentos práticos realizados através de aulas de dança para cegos desde o mestrado. No estágio atual, a investigação de alguns modelos de cognição pelo viés das ciências cognitivas, o estudo do papel paradoxal da deficiência e suas conexões latentes, vêm confirmando que o cérebro é um sistema altamente adaptável e eficiente, capaz de restabelecer vínculos comunicativos mesmo diante de situações mais precárias

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / It is estimated that, in Brazil, about 3.46% of population presents difficulty to see and 1.6% is blind. The lack of adequate inclusive tools imposes many restrictions on the life of these people, in other words, non-accessible hardware and software create a negative impact on academic, professional and personal life. In this context, the present thesis aims to develop a an accessible system for digital inclusion of blind users, since the existing systems present many disadvantages as low quality or cost that make impossible the daily use. The system is composed by a multiplatform Java front-end. In addition, the system is free to reach the maximum numbers of users as possible and to be modified and improved by the community. The developed solution was tested, presenting a medium intelligibility rate of 79% and naturalness classified as "reasonable" by a group of 20 users. In the end, the system proved to be feasible, filling an existing gap on Brazilian software marked, allowing greater inclusion of blind users to digital resources. / Estima-se que, no Brasil, cerca de 3,46% da populaÃÃo apresenta grande limitaÃÃo de visÃo e 1,6% seja totalmente incapaz de enxergar. A falta de meios de inclusÃo adequados impÃe uma sÃrie de restriÃÃes na vida destas pessoas, em outras palavras, ferramentas de hardware e software nÃo acessÃveis geram impacto negativo na vida acadÃmica, pessoal e profissional. Dentro desse contexto, a presente DissertaÃÃo tem por objetivo principal desenvolver um sistema para inclusÃo digital de deficientes visuais. O sistema à composto por um front-end multiplataforma para o sintetizador de voz MBROLA e um conjunto programas acessÃveis, que inclui editor de texto, cliente de chat, lente de aumento virtual, entre outros, desenvolvido em Java a fim gerar um software multiplataforma. AlÃm disso, o sistema à gratuito e livre para que possa atingir o maior nÃmero de usuÃrios possÃvel e ser modificado e aprimorado pela comunidade. A soluÃÃo desenvolvida foi testada em campo, apresentando Ãndice de inteligibilidade mÃdio de 79% e com naturalidade classificada como razoÃvel em um grupo de 20 usuÃrios. Por fim, o sistema se mostrou viÃvel, vindo a preencher uma lacuna existente no mercado brasileiro de softwares, permitindo maior inclusÃo dos deficientes visuais aos meios digitais.

The aim of this thesis is to obtain current information on services for people with visual and hearing disability in trains, buses, cinemas, theaters and cultural attractions in the South Bohemian Region, and also determine their satisfaction with the above mentioned services. Thesis in its theoretical level deals with the theme of visual and hearing disability in terms of etiology, diagnosis, terminology and classification, a closer is devoted to the problems of persons with these two specific types of disability. Indicates the possibility of their education and training organizations for these people and provides a brief look into the history of the care for people with visual and hearing disability. In the next section the theoretical analysis are described in detail currently available in social services, transportation and cultural area of the South Bohemian Region and lists a number of organizations providing such services. There are services targeted directly to the clients with both the types of medical disability. The research then brings practical knowledge of the subjects specified issues. The form of the questionnaire survey on a sample population specifically the presence of visual and hearing disability residing in the South Bohemian Region were surveyed respondents' views on the topics of research. Structured interviews with people with visual and hearing disability representatives dealing with services for this population group disseminates research on qualitative dimension and gives a more comprehensive and coherent view of individuals at the researched topic. The results obtained by means of a poll survey and controlled interviews that offer services in the areas of transport and addressed the cultural sphere in the South Bohemian Region of the relatively high level. The interviewed people with visual and hearing disability declared in his most satisfaction with these services, many of them would of course welcome and some partial improvement of their quality and availability. Data obtained from the research and the conclusions drawn from them can serve as recommendations for practice, including for organizations active in the field of the care for people with medical disability, but also for public officials giving the basic concept in the field of social services, transport and culture of the South Bohemian Region.

Made available in DSpace on 2014-12-17T14:36:11Z (GMT). No. of bitstreams: 1 RubemVO.pdf: 794874 bytes, checksum: e9635a243b64ab0ec61f780c89205734 (MD5) Previous issue date: 2008-11-18 / The scope of this study directs an investigation in search of how the blind person learns knowledge at school mediated by the image in context of an inclusive education and how it can be (or is) triggered by the adaptation of images to the tactile seizure of the blind person and his correlative process of reading. To achieve this intent we choose a qualitative approach of research and opted for the modality of case study, based on the empirical field of a public school in the city of Cruzeta, RN and as a the main subject a congenitally blind female student enrolled in high school there, focusing, often, on the discipline of geography in its words mapping. Our procedures for construction of data are directly involved to the documentary analysis of open reflective interview and observation. The base guiding theory of our assessments is located in the current understanding about the human psychological development of its educational process inside an inclusive perspective, of contemporary conceptions about the visual disability as well of image as a cultural product. Accordingly, the human person is a concrete subject, whose development is deeply marked by the culture, historically built by human society. This subject regardless of his specific features, grasping the world in an interactive and immediate way, internalising and producing culture. In this thinking, we believe that the blind person perceives in multiple senses the stimuli of his environment and acts in the world toward his integration into the social environment. The image as a product of culture, historically and socially determined, appears as a sign conventionally used as an icon that in itself concentrates knowledge of which the student who does not realize visually himself and his surroundings cannot be excluded. In this direction, the inclusive educational process must build conditions of access to knowledge for all students without distinction, including access to the interpretation of the images originally intended for the seizure strictly visual to other perceptive models. Based in this theory and adopting principles of content analysis, we circulated inside the interpretation of the data constructed from the analysis of documents, from the subject speeches, from records of the observation made in the classroom and other notes of the field daily. In the search for pictures on the school contents, adapted to the tactile seizure of blind student, was seen little and not systematic in practice and teaching at the school. It showed us the itinerary of the student life marked by a succession of supports, most of the time inappropriate and pioneers in cooling the construction of her autonomy. It also showed us the tensions and contradictions of a school environment, supposedly inclusive, that stumbles in search of its intent, in the attitudinal and cumulative barriers brought, because of its aggravating maintenance. These findings arose of crossing data around of a categorization that gives importance to 1) Concepts regarding the school inclusion, 2) Elements of the school organization, educational proposal and teaching practice, 3) Meaning of the visual image as the object of knowledge, 4) Perception in multiple senses and 5) Development and learning of the blind person before impositions of the social environment. In light of these findings we infer that it must be guaranteed to the disabled person removal of the attitudinal barriers that are against his full development and the construction of his autonomy. In that sense, should be given opportunity to the student with visual disability, similarly to all students, not only access to school, but also the dynamics of a school life efficient, that means the seizure of knowledge in all its modalities, including the imagery. To that end, there is a need of the continued training of teachers, construction of a support network in response to all needs of students, and the opportunity to development of reading skills beyond a perspective eminently focused in the sight / O escopo deste trabalho orienta uma investiga??o em busca de como a pessoa cega apreende saberes escolares mediados pela imagem em um contexto de educa??o inclusiva e como pode ser (ou ?) desencadeada a adapta??o das imagens para a apreens?o t?til da pessoa cega e seu correlato processo de leitura. Para a obten??o deste intento avocamos uma abordagem qualitativa de pesquisa e optamos pela modalidade de estudo de caso, tomando como campo emp?rico uma escola p?blica da cidade de Cruzeta/RN e como sujeito principal uma aluna cega cong?nita ali matriculada no Ensino M?dio, enfocando, ami?de, a disciplina de geografia em sua express?o cartogr?fica. Nossos procedimentos de constru??o de dados transitam pela an?lise documental, a entrevista reflexiva aberta e a observa??o. O embasamento te?rico norteador de nossas aprecia??es localiza-se no entendimento atual acerca do desenvolvimento psicol?gico humano, do seu processo educacional, numa perspectiva inclusiva, e ainda, das concep??es contempor?neas acerca da defici?ncia visual e da imagem como produto cultural. Nessa perspectiva, a pessoa humana ? sujeito concreto, cujo desenvolvimento ? profundamente marcado pela cultura, historicamente constru?da pela sociedade humana. Esse sujeito, independentemente de suas especificidades, apreende o mundo, interativa e mediatamente, internalizando e produzindo cultura. Nesse pensar, entendemos que a pessoa cega percebe multissensorialmente os est?mulos de sua ambi?ncia e age no mundo na dire??o de sua inser??o no meio social. A imagem, como um produto da cultura, hist?rica e socialmente determinada, desponta como um signo convencionalmente ic?nico que em si mesma concentra conhecimento, do qual n?o pode ser alijado o aluno que n?o percebe visualmente a si e seu entorno. Nessa dire??o, o processo educacional inclusivo deve construir as condi??es de acesso ao conhecimento por parte de todos os alunos, indistintamente; inclusive o acesso ? interpreta??o das imagens inicialmente destinadas ? apreens?o estritamente visual a outros modelos perceptivos. Firmados nessa fundamenta??o e adotando princ?pios da an?lise de conte?do, decorremos ? interpreta??o dos dados constru?dos a partir da an?lise dos documentos, dos discursos dos sujeitos, dos registros de observa??o realizadas na sala de aula e demais anota??es no di?rio de campo. A busca pelas imagens nos conte?dos escolares, adaptadas para a apreens?o t?til da aluna cega, que verificamos escassas e assistem?ticas na pr?tica pedag?gica da escola, descobriu-nos o itiner?rio de vida da aluna marcado por uma sucess?o de apoios, a maior parte das vezes, inadequados, deflagradores do arrefecimento da constru??o de sua autonomia. Revelou-nos tamb?m as tens?es e contradi??es de uma ambi?ncia escolar pretensamente inclusiva que trope?a, em busca de seu intento, nas barreiras atitudinais interpostas e cumulativas, em virtude de sua agravante manuten??o. Essas constata??es insurgiram do entrecruzamento dos dados em volta de uma categoriza??o que releva 1) Concep??es relativas ? inclus?o escolar, 2) Elementos da organiza??o escolar, proposta pedag?gica e pr?tica docente, 3) Significa??o da imagem visual como objeto do conhecimento, 4) Percep??o multissensorial, e 5) Desenvolvimento e aprendizagem da pessoa cega ante ?s injun??es do meio social. Em face dessas constata??es inferimos que deve ser garantida ? pessoa com defici?ncia a remo??o das barreiras atitudinais que se interp?em a seu pleno desenvolvimento, ? constru??o de sua autonomia. Nesse sentido, deve-se oportunizar ao aluno com defici?ncia visual, semelhantemente a quaisquer alunos, n?o apenas o acesso ao espa?o escolar, mas ? din?mica da vida escolar eficaz, que subtende a apreens?o do conhecimento em todas as suas modalidades, inclusive a imag?tica. Para tanto, urge a forma??o continuada dos professores, a constru??o de uma rede de apoio em atendimento a todas as necessidades dos alunos, a oportuniza??o do desenvolvimento de habilidades de leitura para al?m de uma perspectiva eminentemente visuoc?ntrica

Made available in DSpace on 2017-07-10T18:56:12Z (GMT). No. of bitstreams: 1 Santa_Terezinha.pdf: 700877 bytes, checksum: e85562114fea8ca88a71de2967a646df (MD5) Previous issue date: 2008-03-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research was carried out with the aim to investigate the facilitators and the inhibitors in the teacher‟s speech, when he/she exposes the content on the board, in an inclusive class with the presence of visually disabled students. Among the barriers is the use of deictic expressions, mainly spatial deictics, when visual resources are used to decode the referents. As for the facilitators, the most important is the verbalization of those referents pointed by the teacher, that is, when the teacher brings the object under focus to orality. For this study, three secondary education schools were selected, questionnaires were applied to the teachers and some classes were observed, characterizing an ethnographic research. After data transcription, analyses were carried out, and we discussed some possible ways to conduct the teaching-learning process in a successful way. For supporting our discussions, we carried out a study on deixis, as well as on the person with visual disability (blind or with low vision) and the spaces occupied by him/her in the society and at school. / Este trabalho foi elaborado com o objetivo de investigar os facilitadores e os complicadores no discurso do professor, quando da exposição do conteúdo, ao usar o quadro, numa turma de inclusão com a presença de alunos com deficiência visual. Dentre os complicadores, destaca-se o uso de expressões indiciais com a presença dos dêiticos, principalmente os espaciais, nos momentos em que se utilizam os recursos visuais para a decodificação dos referenciais. E como facilitadores, destaca-se a complementação verbal desses referentes indiciais apontados, ao trazer para a oralidade o objeto que se quer atenção. Para a realização deste estudo, foram selecionadas três escolas de ensino médio e aplicados questionários aos professores, bem como observadas aulas em pesquisa do tipo etnográfica. Após a transcrição das aulas observadas, foram feitas análises e discutidos encaminhamentos possíveis para a efetivação do ensino-aprendizagem. Como pano de fundo para as análises e discussões, desenvolveu-se um estudo sobre a dêixis, bem como sobre quem é a pessoa com deficiência visual (cego ou com baixa visão) e os espaços ocupados por elas na sociedade e na escola.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-06T12:36:48Z No. of bitstreams: 1 2016 - Sandra Margon.pdf: 2348448 bytes, checksum: 5a29413c3d637b469807516794184e27 (MD5) / Made available in DSpace on 2017-06-06T12:36:48Z (GMT). No. of bitstreams: 1 2016 - Sandra Margon.pdf: 2348448 bytes, checksum: 5a29413c3d637b469807516794184e27 (MD5) Previous issue date: 2012-04-20 / This project tried to avaliate the physical accessibility of architecture, urban and products, at the Federal Institute of science and technology of Esp?rito Santo-Campus Santa Teresa, concerned to the visual disability of the student. To achieve this goal, it was necessary to analyse the laws, national rules, National Development Plan (PDI) of Ifes and publications that allow inclusion and accessibility of the school, as well as create its own avaliative instrument of this type of accessibility. It was used in this research case study with qualitative approach, observing the context and methods used to develop this proposal. We can evidence that the school inclusion in agricultural education, regard to student with low vision, is a big challenge due to the peculiarities of the technical course in farming and the existing physical structure, which remains unchanged since the Campus creation, in 1941. Since the application of physical accessibility Protocol was possible the physical assess of Santa Teresa?s Campus, which does not correspond to the required standards, and establish a dialogue between the real and the ideal, identifying the legislation application, rules and publications in the visual disability area as well as the institutional reality / Este trabalho buscou avaliar a acessibilidade f?sica: urbana, arquitet?nica e de produtos, no Instituto Federal de Ci?ncia e Tecnologia do Esp?rito Santo (Ifes) - C?mpus Santa Teresa, no tocante ao aluno com defici?ncia visual. Para alcan?ar este objetivo, fez-se necess?rio analisar as legisla??es, normas nacionais, Plano de Desenvolvimento Institucional (PDI) do Ifes e publica??es que permeiam a acessibilidade e inclus?o escolar, assim como criar um instrumento pr?prio de avalia??o deste tipo de acessibilidade. Utilizou-se nesta pesquisa o estudo de caso com enfoque qualitativo, tendo em vista a contextualiza??o e m?todos utilizados para desenvolver esta proposta. Pode-se evidenciar que a inclus?o escolar no ensino agr?cola, no tocante ao estudante com defici?ncia visual, ? um grande desafio devido ?s especificidades do curso t?cnico em agropecu?ria e a estrutura f?sica existente, que permanece inalterada desde a cria??o do C?mpus, em 1941. A partir da aplica??o do protocolo de acessibilidade f?sica foi poss?vel avaliar a acessibilidade f?sica do C?mpus Santa Teresa, que n?o atende aos padr?es exigidos, e estabelecer um di?logo entre o real e o ideal, identificando a aplica??o da legisla??o, normas e publica??es na ?rea da defici?ncia visual e a realidade institucional, levantando dados para novas propostas de a??es inclusivas e de orienta??o ? gest?o educacional.