Multiple disabilities: teacher training and teaching-learning processes

Detalhes bibliográficos
Autor(a) principal: Pletsch, Márcia Denise
Data de Publicação: 2015
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/2752
Resumo: This article discusses different dimensions of the educational process for students with multiple disabilities enrolled in specialized educational services – SES – offered in two multi-functional features, at a school located in Baixada Fluminense, in the state of Rio de Janeiro, in 2013. Four non-verbal students with multiple disabilities and two SES teachers participated in the investigation. The methodology employed was the perspective of action-research, as well as data collection procedures, including participant observation and semi-structured interviews. The theoretical basis followed Vygotsky's cultural-historical approach. The results showed, among other things, the importance of action-research in teachers’ continuing education. Likewise, these results also indicate the possibilities for development of higher psychological processes in students with these disabilities based technology pedagogic interventions with use of alternative communication and assistive technology resources.  
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spelling Multiple disabilities: teacher training and teaching-learning processesDiscapacidad múltiple: formación de profesores y procesos de enseñanza-aprendizajeDeficiência múltipla: formação de professores e processos de ensino-aprendizagemDeficiência MúltiplaEducação EspecialEnsinoAprendizagemMultiple DisabilitiesSpecial ProgrammesTeachingLearningDiscapacidad MúltipleEducación EspecialEnseñanzaAprendizajeThis article discusses different dimensions of the educational process for students with multiple disabilities enrolled in specialized educational services – SES – offered in two multi-functional features, at a school located in Baixada Fluminense, in the state of Rio de Janeiro, in 2013. Four non-verbal students with multiple disabilities and two SES teachers participated in the investigation. The methodology employed was the perspective of action-research, as well as data collection procedures, including participant observation and semi-structured interviews. The theoretical basis followed Vygotsky's cultural-historical approach. The results showed, among other things, the importance of action-research in teachers’ continuing education. Likewise, these results also indicate the possibilities for development of higher psychological processes in students with these disabilities based technology pedagogic interventions with use of alternative communication and assistive technology resources.  El artículo discute distintas dimensiones del proceso educacional de alumnos con discapacidad múltiple matriculados en AEE – Atención Educativa Especializada –ofrecida en una escuela localizada en Baixada Fluminense, estado de Rio de Janeiro, en el periodo lectivo de 2013. Participaron en la investigación cuatro alumnos con discapacidad múltiple no oralizados y dos profesoras de AEE. Metodológicamente, se utilizaron los referentes de la investigación-acción; en la recogida de datos, la observación participante y entrevistas semiestructuradas; como base teórica, la matriz histórico-cultural de Vigotski. Los resultados pusieron de manifiesto, entre otros puntos, la importancia de la investigación-acción en la formación continuada de los profesores participantes. Del mismo modo, ilustraron las posibilidades de construcción de los procesos psicológicos superiores en los alumnos con dicha discapacidad en base a intervenciones pedagógicas sistemáticas con uso de recursos de la comunicación alternativa y de las tecnologías asistivas.   O artigo discute diferentes dimensões do processo educacional de alunos com deficiência múltipla matriculados no atendimento educacional especializado – AEE – oferecido numa classe multifuncional em uma escola localizada na Baixada Fluminense, estado do Rio de Janeiro, no período letivo de 2013. Participaram da investigação quatro alunos com deficiência múltipla não oralizados e duas professoras do AEE. Metodologicamente, empregaram-se os referenciais da pesquisa-ação; na coleta de dados, a observação participante e entrevistas semiestruturadas; como base teórica, a matriz histórico-cultural de Vigotski. Os resultados evidenciaram, entre outros pontos, a importância da pesquisa-ação na formação continuada dos professores participantes. Igualmente, ilustraram as possibilidades de construção dos processos psicológicos superiores nos alunos com essa deficiência com base em intervenções pedagógicas sistemáticas com uso de recursos da comunicação alternativa e das tecnologias assistivas.Fundação Carlos Chagas2015-03-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/2752Cadernos de Pesquisa; Vol. 45 No. 155: jan./mar.2015; 12-29Cadernos de Pesquisa; Vol. 45 Núm. 155: jan./mar.2015; 12-29Cadernos de Pesquisa; Vol. 45 No. 155: jan./mar.2015; 12-29Cadernos de Pesquisa; v. 45 n. 155: jan./mar.2015; 12-291980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/2752/2867https://publicacoes.fcc.org.br/cp/article/view/2752/2912https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessPletsch, Márcia Denise2022-12-09T13:50:19Zoai:ojs.publicacoes.fcc.org.br:article/2752Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-09T13:50:19Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Multiple disabilities: teacher training and teaching-learning processes
Discapacidad múltiple: formación de profesores y procesos de enseñanza-aprendizaje
Deficiência múltipla: formação de professores e processos de ensino-aprendizagem
title Multiple disabilities: teacher training and teaching-learning processes
spellingShingle Multiple disabilities: teacher training and teaching-learning processes
Pletsch, Márcia Denise
Deficiência Múltipla
Educação Especial
Ensino
Aprendizagem
Multiple Disabilities
Special Programmes
Teaching
Learning
Discapacidad Múltiple
Educación Especial
Enseñanza
Aprendizaje
title_short Multiple disabilities: teacher training and teaching-learning processes
title_full Multiple disabilities: teacher training and teaching-learning processes
title_fullStr Multiple disabilities: teacher training and teaching-learning processes
title_full_unstemmed Multiple disabilities: teacher training and teaching-learning processes
title_sort Multiple disabilities: teacher training and teaching-learning processes
author Pletsch, Márcia Denise
author_facet Pletsch, Márcia Denise
author_role author
dc.contributor.author.fl_str_mv Pletsch, Márcia Denise
dc.subject.por.fl_str_mv Deficiência Múltipla
Educação Especial
Ensino
Aprendizagem
Multiple Disabilities
Special Programmes
Teaching
Learning
Discapacidad Múltiple
Educación Especial
Enseñanza
Aprendizaje
topic Deficiência Múltipla
Educação Especial
Ensino
Aprendizagem
Multiple Disabilities
Special Programmes
Teaching
Learning
Discapacidad Múltiple
Educación Especial
Enseñanza
Aprendizaje
description This article discusses different dimensions of the educational process for students with multiple disabilities enrolled in specialized educational services – SES – offered in two multi-functional features, at a school located in Baixada Fluminense, in the state of Rio de Janeiro, in 2013. Four non-verbal students with multiple disabilities and two SES teachers participated in the investigation. The methodology employed was the perspective of action-research, as well as data collection procedures, including participant observation and semi-structured interviews. The theoretical basis followed Vygotsky's cultural-historical approach. The results showed, among other things, the importance of action-research in teachers’ continuing education. Likewise, these results also indicate the possibilities for development of higher psychological processes in students with these disabilities based technology pedagogic interventions with use of alternative communication and assistive technology resources.  
publishDate 2015
dc.date.none.fl_str_mv 2015-03-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/2752
url https://publicacoes.fcc.org.br/cp/article/view/2752
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/2752/2867
https://publicacoes.fcc.org.br/cp/article/view/2752/2912
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 45 No. 155: jan./mar.2015; 12-29
Cadernos de Pesquisa; Vol. 45 Núm. 155: jan./mar.2015; 12-29
Cadernos de Pesquisa; Vol. 45 No. 155: jan./mar.2015; 12-29
Cadernos de Pesquisa; v. 45 n. 155: jan./mar.2015; 12-29
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
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instname_str Fundação Carlos Chagas (FCC)
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reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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