Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística

Detalhes bibliográficos
Autor(a) principal: Ikonomidis, Vula Maria
Data de Publicação: 2009
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFSCAR
Texto Completo: https://repositorio.ufscar.br/handle/ufscar/3048
Resumo: Deafblindness is a single impairment that brings implications in the development of the person, and communication is the main issue as well as the fact that it is necessary a specific intervention so that the person with deafblindness can acquire language. It is important that the families receive proper orientation about how to deal with his or her child. Several studies in this area confirm the benefits of intervention programs in the family dynamics. However, there are few studies in Brazil, so an exploratory and comparative research was found to be necessary. The studies about family and deafblindness focus either on the needs and expectations of the families or on intervention programs. This study has had the goal to analyze forms of communication between caregivers and children and compare with the level of participation of the child in the family, divided into two groups: a) children who were still not in a specialized program and b) children who already attended in a specialized program in deafblindness. Each group was formed by three dyads (mother or primary caregiver and child). The following instruments were used to collect data: the Home Environment Resources Scale (RAF); a protocol of observation; PAVII-PAN (Parents and Visually Impaired Infants); and documents analysis. The interviews were taped or recorded on video and the data analysis categorized into the following: a) documents; b) data obtained from RAF; c) description of the direct observations and films; d)data obtained from PAVII-PAN. A triangulation to interpret the data was performed. The results show that the children in the group that already attend specialized programs have more concrete and symbolic communication skills while the children from the other group make use of basically corporal communication, with a limited use of functions for immediate needs and protest. As final considerations one can infer that even the families who do not use an effective communication try to include the child in the activities that the whole family take part, but still the same children cannot yet enjoy entirely of such interactions and inclusion because they cannot express more than what is immediate, and also for a possible lack of total understanding of what happens around him or her. Programs of public policies are recommended to provide social and emotional support and the systematization of interventives programs using tools that will make possible the collaboration between family and professionals in order to improve the quality of life of the children with deafblindness in Brazil.
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spelling Ikonomidis, Vula MariaCosta, Maria da Piedade Resende dahttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4787585J1http://lattes.cnpq.br/8172941845613364bb6b21fb-f467-4358-92d7-1f31218d9d6b2016-06-02T19:46:10Z2010-03-082016-06-02T19:46:10Z2009-12-15IKONOMIDIS, Vula Maria. Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística. 2009. 141 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.https://repositorio.ufscar.br/handle/ufscar/3048Deafblindness is a single impairment that brings implications in the development of the person, and communication is the main issue as well as the fact that it is necessary a specific intervention so that the person with deafblindness can acquire language. It is important that the families receive proper orientation about how to deal with his or her child. Several studies in this area confirm the benefits of intervention programs in the family dynamics. However, there are few studies in Brazil, so an exploratory and comparative research was found to be necessary. The studies about family and deafblindness focus either on the needs and expectations of the families or on intervention programs. This study has had the goal to analyze forms of communication between caregivers and children and compare with the level of participation of the child in the family, divided into two groups: a) children who were still not in a specialized program and b) children who already attended in a specialized program in deafblindness. Each group was formed by three dyads (mother or primary caregiver and child). The following instruments were used to collect data: the Home Environment Resources Scale (RAF); a protocol of observation; PAVII-PAN (Parents and Visually Impaired Infants); and documents analysis. The interviews were taped or recorded on video and the data analysis categorized into the following: a) documents; b) data obtained from RAF; c) description of the direct observations and films; d)data obtained from PAVII-PAN. A triangulation to interpret the data was performed. The results show that the children in the group that already attend specialized programs have more concrete and symbolic communication skills while the children from the other group make use of basically corporal communication, with a limited use of functions for immediate needs and protest. As final considerations one can infer that even the families who do not use an effective communication try to include the child in the activities that the whole family take part, but still the same children cannot yet enjoy entirely of such interactions and inclusion because they cannot express more than what is immediate, and also for a possible lack of total understanding of what happens around him or her. Programs of public policies are recommended to provide social and emotional support and the systematization of interventives programs using tools that will make possible the collaboration between family and professionals in order to improve the quality of life of the children with deafblindness in Brazil.A surdocegueira é uma deficiência única que traz implicações no desenvolvimento da pessoa, principalmente, em relação à comunicação e, portanto, faz-se necessário uma intervenção específica para que a pessoa com surdocegueira adquira linguagem. Esse fato aponta para a importância da família receber orientações sobre como lidar com seu filho surdocego e os estudos nessa área confirmam os benefícios que programas de intervenção trazem à dinâmica familiar. Apesar da relevância do tema, há poucos estudos no Brasil, o que tornou essencial esta pesquisa de cunho exploratório e comparativo. Os trabalhos existentes em relação à família e surdocegueira se remetem às necessidades e expectativas dos pais e a análise de programas de intervenção. O presente estudo foi além, teve como objetivo analisar as formas de comunicação entre familiares e seus filhos surdocegos e comparar, entre dois grupos, a participação dessas crianças com surdocegueira na família. O primeiro grupo foi composto de casos de crianças que ainda não se encontravam em atendimento especializado e o segundo, de casos que eram atendidos em locais especializados em surdocegueira; cada grupo foi composto de três díades (familiar e filho). Os instrumentos quantitativos e qualitativos utilizados para a coleta de dados foram: o Inventário de Recursos do Ambiente Familiar (RAF), o PAVII-PAN (Parents and Visually Impaired Infants) e a análise documental. As entrevistas foram gravadas e / ou filmadas e a análise de dados contou com a categorização dos documentos, dos dados quantitativos obtidos no RAF e da descrição das observações diretas e da filmagem. Uma triangulação foi realizada para interpretação dos dados. Os resultados apontam que as crianças, do grupo que era atendido em escola especializada, possuiam habilidades comunicativas mais concretas e simbólicas, enquanto que as crianças do outro grupo utilizavam uma comunicação basicamente corporal com limitado uso de funções comunicativas para necessidades imediatas e protesto. Como considerações finais pode-se inferir que mesmo as famílias que ainda não usam uma forma de comunicação efetiva procuram incluir as crianças em atividades que toda a família participa, porém as crianças não conseguem usufruir dessa inclusão por não poderem se expressar além do que é imediato e por uma possível não compreensão total do que acontece em seu entorno. Assim sendo, é fundamental a recomendação de programas de políticas públicas para apoio e suporte social, como também a sistematização de programas interventivos com o uso de ferramentas que possibilitam a colaboração entre família e profissionais para a melhoria da qualidade de vida das crianças com surdocegueira.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação especialSurdocegueiraInclusão familiarInclusão socialComunicaçãoSpecial educationDeafblindnessMother-child relationshipFamily inclusionSocial inclusionCommunicationCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALEstudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguísticainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1de5c4585-58bb-4d82-875b-a8dae1af2e8cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2814.pdfapplication/pdf1076519https://repositorio.ufscar.br/bitstream/ufscar/3048/1/2814.pdf9a15c9370ba22dd5165184a86e83605eMD51THUMBNAIL2814.pdf.jpg2814.pdf.jpgIM Thumbnailimage/jpeg9876https://repositorio.ufscar.br/bitstream/ufscar/3048/2/2814.pdf.jpg2135ce2a531cfc4a3467784e949b57bdMD52ufscar/30482023-09-18 18:30:53.909oai:repositorio.ufscar.br:ufscar/3048Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:53Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística
title Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística
spellingShingle Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística
Ikonomidis, Vula Maria
Educação especial
Surdocegueira
Inclusão familiar
Inclusão social
Comunicação
Special education
Deafblindness
Mother-child relationship
Family inclusion
Social inclusion
Communication
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
title_short Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística
title_full Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística
title_fullStr Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística
title_full_unstemmed Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística
title_sort Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística
author Ikonomidis, Vula Maria
author_facet Ikonomidis, Vula Maria
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/8172941845613364
dc.contributor.author.fl_str_mv Ikonomidis, Vula Maria
dc.contributor.advisor1.fl_str_mv Costa, Maria da Piedade Resende da
dc.contributor.advisor1Lattes.fl_str_mv http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4787585J1
dc.contributor.authorID.fl_str_mv bb6b21fb-f467-4358-92d7-1f31218d9d6b
contributor_str_mv Costa, Maria da Piedade Resende da
dc.subject.por.fl_str_mv Educação especial
Surdocegueira
Inclusão familiar
Inclusão social
Comunicação
topic Educação especial
Surdocegueira
Inclusão familiar
Inclusão social
Comunicação
Special education
Deafblindness
Mother-child relationship
Family inclusion
Social inclusion
Communication
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
dc.subject.eng.fl_str_mv Special education
Deafblindness
Mother-child relationship
Family inclusion
Social inclusion
Communication
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
description Deafblindness is a single impairment that brings implications in the development of the person, and communication is the main issue as well as the fact that it is necessary a specific intervention so that the person with deafblindness can acquire language. It is important that the families receive proper orientation about how to deal with his or her child. Several studies in this area confirm the benefits of intervention programs in the family dynamics. However, there are few studies in Brazil, so an exploratory and comparative research was found to be necessary. The studies about family and deafblindness focus either on the needs and expectations of the families or on intervention programs. This study has had the goal to analyze forms of communication between caregivers and children and compare with the level of participation of the child in the family, divided into two groups: a) children who were still not in a specialized program and b) children who already attended in a specialized program in deafblindness. Each group was formed by three dyads (mother or primary caregiver and child). The following instruments were used to collect data: the Home Environment Resources Scale (RAF); a protocol of observation; PAVII-PAN (Parents and Visually Impaired Infants); and documents analysis. The interviews were taped or recorded on video and the data analysis categorized into the following: a) documents; b) data obtained from RAF; c) description of the direct observations and films; d)data obtained from PAVII-PAN. A triangulation to interpret the data was performed. The results show that the children in the group that already attend specialized programs have more concrete and symbolic communication skills while the children from the other group make use of basically corporal communication, with a limited use of functions for immediate needs and protest. As final considerations one can infer that even the families who do not use an effective communication try to include the child in the activities that the whole family take part, but still the same children cannot yet enjoy entirely of such interactions and inclusion because they cannot express more than what is immediate, and also for a possible lack of total understanding of what happens around him or her. Programs of public policies are recommended to provide social and emotional support and the systematization of interventives programs using tools that will make possible the collaboration between family and professionals in order to improve the quality of life of the children with deafblindness in Brazil.
publishDate 2009
dc.date.issued.fl_str_mv 2009-12-15
dc.date.available.fl_str_mv 2010-03-08
2016-06-02T19:46:10Z
dc.date.accessioned.fl_str_mv 2016-06-02T19:46:10Z
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dc.identifier.citation.fl_str_mv IKONOMIDIS, Vula Maria. Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística. 2009. 141 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.
dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/3048
identifier_str_mv IKONOMIDIS, Vula Maria. Estudo exploratório e descritivo sobre inclusão familiar de crianças com surdocegueira pré-linguística. 2009. 141 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.
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