Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso

Detalhes bibliográficos
Autor(a) principal: Cambruzzi, Rita de Cássia Silveira
Data de Publicação: 2013
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFSCAR
Texto Completo: https://repositorio.ufscar.br/handle/ufscar/3130
Resumo: The objective of this work was to analyze the efficiency of visual adaptations in activities presented in the student with deafblindness with Usher syndrome and its impact on education. This research was developed in the city of Santa Catarina in a Basic Inclusive School where deaf education policy is performed in Elementary School in the first to ninth-grade and in High school. This is a case study for 12 year old preteen with deafblindness with Usher syndrome who studies in an Association of sensorineural deafness and acquired blindness as a result of Retinitis Pigmentosa. In the year 201, the student attended the 5th grade, in bilingual mode (only for deaf). In 6th grade (2012) in mixed class (with listeners). In the bilingual class the teacher, teaches in sign language as first language and the Portuguese, as second one. Already in the inclusive class the language used is Portuguese with the presence of an educational interpreter. It was used visual resources in the accessible instructional materials for the contents of the subjects. The bilingual students took advantage by the materials. Data collection consisted of the interview with the family, with the student, and the teacher. Also pre and post student s intervention with the application of functional vision instrument. Observations were conducted in different situations and in different spaces. The obtained results were analyzed qualitatively taking as a criterion the student s own performance analysis. The student makes use of sign language easily. He presented the first symptoms of Usher syndrome: dazzing in some situations which implied difficulty to adapt to bright; decreased peripheral vision and night blindness. In the process of perception of the difficulties he doesn t see as deafblind but like a deaf. During the collection of data it was observed signs of decrease in the peripheral vision, in the locomotion, and in the sign language when the colleague uses it in his side. The results suggest that the materials used in the classroom were mainly appropriate for the amplified material with 12 points to 20 or 20 points letters as gradual exposure in different sizes. The Times New Roman font was modified to the Arial font one and after to Verdana because the changes provided more suitable traits. The results indicate, therefore, that the accessible visual resources were used properly. However, there is no support of optical and non-optical resources by the institution on this new reality: the presence of the student with Usher syndrome, in the classroom, and his constitutional right is guaranteed.
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spelling Cambruzzi, Rita de Cássia SilveiraCosta, Maria da Piedade Resende dahttp://lattes.cnpq.br/2791098416503955http://lattes.cnpq.br/132466212606098243e98a07-6823-40a8-9165-8c232953d9ee2016-06-02T19:46:23Z2013-04-252016-06-02T19:46:23Z2013-02-25CAMBRUZZI, Rita de Cássia Silveira. Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso. 2013. 288 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013.https://repositorio.ufscar.br/handle/ufscar/3130The objective of this work was to analyze the efficiency of visual adaptations in activities presented in the student with deafblindness with Usher syndrome and its impact on education. This research was developed in the city of Santa Catarina in a Basic Inclusive School where deaf education policy is performed in Elementary School in the first to ninth-grade and in High school. This is a case study for 12 year old preteen with deafblindness with Usher syndrome who studies in an Association of sensorineural deafness and acquired blindness as a result of Retinitis Pigmentosa. In the year 201, the student attended the 5th grade, in bilingual mode (only for deaf). In 6th grade (2012) in mixed class (with listeners). In the bilingual class the teacher, teaches in sign language as first language and the Portuguese, as second one. Already in the inclusive class the language used is Portuguese with the presence of an educational interpreter. It was used visual resources in the accessible instructional materials for the contents of the subjects. The bilingual students took advantage by the materials. Data collection consisted of the interview with the family, with the student, and the teacher. Also pre and post student s intervention with the application of functional vision instrument. Observations were conducted in different situations and in different spaces. The obtained results were analyzed qualitatively taking as a criterion the student s own performance analysis. The student makes use of sign language easily. He presented the first symptoms of Usher syndrome: dazzing in some situations which implied difficulty to adapt to bright; decreased peripheral vision and night blindness. In the process of perception of the difficulties he doesn t see as deafblind but like a deaf. During the collection of data it was observed signs of decrease in the peripheral vision, in the locomotion, and in the sign language when the colleague uses it in his side. The results suggest that the materials used in the classroom were mainly appropriate for the amplified material with 12 points to 20 or 20 points letters as gradual exposure in different sizes. The Times New Roman font was modified to the Arial font one and after to Verdana because the changes provided more suitable traits. The results indicate, therefore, that the accessible visual resources were used properly. However, there is no support of optical and non-optical resources by the institution on this new reality: the presence of the student with Usher syndrome, in the classroom, and his constitutional right is guaranteed.O objetivo desse trabalho foi analisar a eficiência das adaptações visuais nas atividades apresentadas para o aluno com surdocegueira por Síndrome de Usher e seu impacto na escolarização. Essa pesquisa foi desenvolvida em uma cidade de Santa Catarina em uma Escola Básica Inclusiva onde a Política de Educação de Surdos, é executada no Ensino Fundamental da primeira a nona série e no Ensino Médio. Trata-se de um estudo de caso de um pré-adolescente 12 anos, com surdocegueira por Síndrome de Usher, que é uma associação de surdez neurossensorial e cegueira adquirida como consequência da Retinose Pigmentar. No ano de 2011 frequentou a 5ª série, na modalidade bilingue (somente surdos) e na 6ª série (2012) em turma mista (surdos e ouvintes). Na classe bilingue a professora, ministra as disciplinas em Língua de Sinais como primeira língua e o Português, como segunda. Já na classe mista a língua de instrução é o Português com a presença de um intérprete educacional. Utilizou-se de recursos visuais acessíveis nos materiais instrucionais nos conteúdos das disciplinas e aproveitados por todos os alunos da turma bilíngue. A coleta de dados constou de entrevista com a família, com o aluno e a professora, avaliação pré e pós - intervenção do participante com a aplicação do instrumento de Avaliação Funcional da Visão. Realizaram-se observações em diversas situações e em diferentes espaços. Os dados obtidos foram analisados qualitativamente tomando como critério para a análise o desempenho do próprio participante. Faz uso da Língua de Sinais com desenvoltura. Apresenta os primeiros sintomas da Síndrome de Usher: deslumbramento em algumas situações o que implica na dificuldade para adaptar-se à luz brilhante; diminuição da visão periférica e cegueira noturna. No processo de percepção das suas dificuldades não se vê como surdocego e sim como surdo. Durante a coleta de dados foi observado indícios de diminuição na visão periférica na locomoção e na leitura de Libras quando o colega usa língua de sinais ao seu lado. Os resultados sugerem que os materiais utilizados em sala de aula foram adequados principalmente na ampliação do material impresso com letras de 12 pontos para 20 ou 22 pontos, conforme exposição gradual a diferentes tamanhos. A fonte Times New Roman foi modificada para a fonte Arial e, posteriormente, para Verdana porque as mudanças proporcionaram traços mais adequados. Os resultados indicam, portanto, que os recursos visuais acessíveis foram utilizados adequadamente. Entretanto, não existe um apoio de recursos ópticos e não ópticos pela Instituição diante dessa nova realidade: a presença do aluno com Síndrome de Usher, na sala de aula, para que o seu direito constitucional seja exercido.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação EspecialSurdocegueiraUsher, Síndrome deRecursos pedagógicos acessíveisSpecial EducationDeafblindnessUsher syndromeTeaching resources accessibleCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALRecursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de casoinfo: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:UFSCARORIGINAL5036.pdfapplication/pdf14531886https://repositorio.ufscar.br/bitstream/ufscar/3130/1/5036.pdfe76b181fa8c752c0560ff43476c9b79cMD51TEXT5036.pdf.txt5036.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/3130/2/5036.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL5036.pdf.jpg5036.pdf.jpgIM Thumbnailimage/jpeg7856https://repositorio.ufscar.br/bitstream/ufscar/3130/3/5036.pdf.jpg8e65961cacd0fcac9bd5026b69bc6dd1MD53ufscar/31302023-09-18 18:31:32.423oai:repositorio.ufscar.br:ufscar/3130Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:32Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso
title Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso
spellingShingle Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso
Cambruzzi, Rita de Cássia Silveira
Educação Especial
Surdocegueira
Usher, Síndrome de
Recursos pedagógicos acessíveis
Special Education
Deafblindness
Usher syndrome
Teaching resources accessible
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
title_short Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso
title_full Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso
title_fullStr Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso
title_full_unstemmed Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso
title_sort Recursos pedagógicos acessíveis ao aluno com surdocegueira por síndrome de Usher: um estudo de caso
author Cambruzzi, Rita de Cássia Silveira
author_facet Cambruzzi, Rita de Cássia Silveira
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/1324662126060982
dc.contributor.author.fl_str_mv Cambruzzi, Rita de Cássia Silveira
dc.contributor.advisor1.fl_str_mv Costa, Maria da Piedade Resende da
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/2791098416503955
dc.contributor.authorID.fl_str_mv 43e98a07-6823-40a8-9165-8c232953d9ee
contributor_str_mv Costa, Maria da Piedade Resende da
dc.subject.por.fl_str_mv Educação Especial
Surdocegueira
Usher, Síndrome de
Recursos pedagógicos acessíveis
topic Educação Especial
Surdocegueira
Usher, Síndrome de
Recursos pedagógicos acessíveis
Special Education
Deafblindness
Usher syndrome
Teaching resources accessible
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
dc.subject.eng.fl_str_mv Special Education
Deafblindness
Usher syndrome
Teaching resources accessible
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
description The objective of this work was to analyze the efficiency of visual adaptations in activities presented in the student with deafblindness with Usher syndrome and its impact on education. This research was developed in the city of Santa Catarina in a Basic Inclusive School where deaf education policy is performed in Elementary School in the first to ninth-grade and in High school. This is a case study for 12 year old preteen with deafblindness with Usher syndrome who studies in an Association of sensorineural deafness and acquired blindness as a result of Retinitis Pigmentosa. In the year 201, the student attended the 5th grade, in bilingual mode (only for deaf). In 6th grade (2012) in mixed class (with listeners). In the bilingual class the teacher, teaches in sign language as first language and the Portuguese, as second one. Already in the inclusive class the language used is Portuguese with the presence of an educational interpreter. It was used visual resources in the accessible instructional materials for the contents of the subjects. The bilingual students took advantage by the materials. Data collection consisted of the interview with the family, with the student, and the teacher. Also pre and post student s intervention with the application of functional vision instrument. Observations were conducted in different situations and in different spaces. The obtained results were analyzed qualitatively taking as a criterion the student s own performance analysis. The student makes use of sign language easily. He presented the first symptoms of Usher syndrome: dazzing in some situations which implied difficulty to adapt to bright; decreased peripheral vision and night blindness. In the process of perception of the difficulties he doesn t see as deafblind but like a deaf. During the collection of data it was observed signs of decrease in the peripheral vision, in the locomotion, and in the sign language when the colleague uses it in his side. The results suggest that the materials used in the classroom were mainly appropriate for the amplified material with 12 points to 20 or 20 points letters as gradual exposure in different sizes. The Times New Roman font was modified to the Arial font one and after to Verdana because the changes provided more suitable traits. The results indicate, therefore, that the accessible visual resources were used properly. However, there is no support of optical and non-optical resources by the institution on this new reality: the presence of the student with Usher syndrome, in the classroom, and his constitutional right is guaranteed.
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