A procedure of school inclusion of a blind child

Detalhes bibliográficos
Autor(a) principal: França-Freitas, Maria Luiza Pontes
Data de Publicação: 2019
Outros Autores: Gil, Maria Stella Coutinho de Alcântara
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/13167
Resumo: The overall objective of this study was to evaluate the effect of intervention procedures, in the inclusive school environment, on motor development and on the repertory of the social interaction of a blind child with sighted children. A five-year-old male child with developmental delay and his sighted classmates that attended the nursery class of a day care center participated in this study. In order to assess the motor development of the blind child, measurements before and after the intervention, using the Operationalized Portage Inventory and also manual and video recordings were performed. To assess the effects of the intervention on social interaction, contact and exchanges among the child and peers were identified in the filmed sessions. After the intervention, it was found that motor performances and interactive behaviors were included in the blind child’s repertoire, enabling his active participation in the school environment. Keywords: Special Education. School Inclusion. Blind child. Social interaction.
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spelling A procedure of school inclusion of a blind childUn procedimiento de inclusión escolar de un niño ciegoUm procedimento de inclusão escolar de uma criança cegaThe overall objective of this study was to evaluate the effect of intervention procedures, in the inclusive school environment, on motor development and on the repertory of the social interaction of a blind child with sighted children. A five-year-old male child with developmental delay and his sighted classmates that attended the nursery class of a day care center participated in this study. In order to assess the motor development of the blind child, measurements before and after the intervention, using the Operationalized Portage Inventory and also manual and video recordings were performed. To assess the effects of the intervention on social interaction, contact and exchanges among the child and peers were identified in the filmed sessions. After the intervention, it was found that motor performances and interactive behaviors were included in the blind child’s repertoire, enabling his active participation in the school environment. Keywords: Special Education. School Inclusion. Blind child. Social interaction.El objetivo general de este estudio fue evaluar el efecto de procedimientos de intervención, en ambiente escolar inclusivo, en el desarrollo motor y en el repertorio de la interacción social de un niño ciego con sus compañeros, niños videntes. Participaron del estudio un niño ciego de cinco años de edad, con retraso en el desarrollo y sus compañeros videntes de la sala maternal de una guardería. Para evaluar el desarrollo motor del niño ciego, fueron realizadas medidas antes y después de la intervención, , se utilizó el Inventario Portage Operacionalizado y también, registros manuales y en vídeo. Para evaluar los efectos de la intervención social, los contactos y las interacciones entre el niño ciego y sus compañeros fueron identificados en sesiones filmadas. Después de la intervención, se verificó que desempeños motores y los comportamientos interactivos se incluyeron en el repertorio del niño ciego, posibilitando su participación activa en el ambiente escolar. Palabras clave: Educación Especial. Inclusión Escolar. Niño Ciego. Interacción Social.O objetivo geral deste estudo foi avaliar o efeito de procedimentos de intervenção, em ambiente escolar inclusivo, no desenvolvimento motor e no repertório de interação social de uma criança cega com seus colegas crianças videntes. Participaram do estudo um menino cego, de cinco anos de idade, com atraso de desenvolvimento, e seus colegas videntes frequentadores da sala do maternal de uma creche. Para avaliar o desenvolvimento motor da criança cega, foram realizadas medidas antes e depois da intervenção, empregando-se o Inventário Portage Operacionalizado e, também, registros manuais e em vídeo. Para avaliar os efeitos da intervenção na interação social, os contatos e as trocas entre a criança e seus colegas foram identificados em sessões filmadas. Após a intervenção, verificou-se que desempenhos motores e os comportamentos interativos foram incluídos no repertório da criança cega, possibilitando a sua participação ativa no ambiente escolar. Palavras-chave: Educação Especial. Inclusão escolar. Criança cega. Interação social.Universidade Estadual de Ponta Grossa2019-10-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1316710.5212/PraxEduc.v15.13167.015Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-22Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-22Práxis Educativa; V. 15 (2020): Publicação contínua; 1-22Práxis Educativa; v. 15 (2020): Publicação contínua; 1-221809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/13167/209209212590https://revistas.uepg.br/index.php/praxiseducativa/article/view/13167/209209213250Copyright (c) 2019 Práxis Educativainfo:eu-repo/semantics/openAccessFrança-Freitas, Maria Luiza PontesGil, Maria Stella Coutinho de Alcântara2020-04-16T18:52:34Zoai:uepg.br:article/13167Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-16T18:52:34Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv A procedure of school inclusion of a blind child
Un procedimiento de inclusión escolar de un niño ciego
Um procedimento de inclusão escolar de uma criança cega
title A procedure of school inclusion of a blind child
spellingShingle A procedure of school inclusion of a blind child
França-Freitas, Maria Luiza Pontes
title_short A procedure of school inclusion of a blind child
title_full A procedure of school inclusion of a blind child
title_fullStr A procedure of school inclusion of a blind child
title_full_unstemmed A procedure of school inclusion of a blind child
title_sort A procedure of school inclusion of a blind child
author França-Freitas, Maria Luiza Pontes
author_facet França-Freitas, Maria Luiza Pontes
Gil, Maria Stella Coutinho de Alcântara
author_role author
author2 Gil, Maria Stella Coutinho de Alcântara
author2_role author
dc.contributor.author.fl_str_mv França-Freitas, Maria Luiza Pontes
Gil, Maria Stella Coutinho de Alcântara
description The overall objective of this study was to evaluate the effect of intervention procedures, in the inclusive school environment, on motor development and on the repertory of the social interaction of a blind child with sighted children. A five-year-old male child with developmental delay and his sighted classmates that attended the nursery class of a day care center participated in this study. In order to assess the motor development of the blind child, measurements before and after the intervention, using the Operationalized Portage Inventory and also manual and video recordings were performed. To assess the effects of the intervention on social interaction, contact and exchanges among the child and peers were identified in the filmed sessions. After the intervention, it was found that motor performances and interactive behaviors were included in the blind child’s repertoire, enabling his active participation in the school environment. Keywords: Special Education. School Inclusion. Blind child. Social interaction.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/13167
10.5212/PraxEduc.v15.13167.015
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/13167
identifier_str_mv 10.5212/PraxEduc.v15.13167.015
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/13167/209209212590
https://revistas.uepg.br/index.php/praxiseducativa/article/view/13167/209209213250
dc.rights.driver.fl_str_mv Copyright (c) 2019 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Práxis Educativa
eu_rights_str_mv openAccess
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text/xml
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-22
Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-22
Práxis Educativa; V. 15 (2020): Publicação contínua; 1-22
Práxis Educativa; v. 15 (2020): Publicação contínua; 1-22
1809-4309
1809-4031
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
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reponame_str Práxis Educativa (Online)
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