Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS)
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/44225 |
Resumo: | The study aimed to assess the intensity of support in the adaptive resources of young people with Down syndrome and to apply, in collaboration with the teacher, a teaching plan based on the need for support. The study followed a descriptive qualitative approach based on the investigation action. A Special Education teacher and two young people with Down syndrome and their respective parents participated. Data collection was carried out in an Association of Parents and Friends of the Exceptional, a medium-sized municipality located in the interior of the state of São Paulo and in the residence of participants. The instruments used were the Support Intensity Scale – SIS, developed by American Association on Intellectual and Developmental Disabilities (AAIDD), having as respondent the parents of young people with Down syndrome and a script for the preparation of teaching planning. The data were organized into two categories according to the topics covered: the need for support in the adaptive applications of young people with Down syndrome and the application and application of teaching planning based on the need for support. As a result, it was found that the area in which young people with Down syndrome need more support was in lifelong learning and after teaching planning, some positive changes in the use of activities, interaction with colleagues, teachers and researcher . It is hoped that this study will serve as an example of good practice, as an indication of the use of the SIS Scale as a teaching planning tool. |
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Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS)Planificación de la enseñanza para jóvenes con síndrome de Down utilizando la escala de intensidad de apoyo (SIS)Planejamento de ensino para jovens com síndrome de Down a partir da Escala de Intensidade de Apoio (SIS)Special Educationteaching planningadaptive behavior.Educación Especialplanificación de la enseñanzacomportamiento adaptativo.Educação Especialplanejamento de ensinocomportamento adaptativo.The study aimed to assess the intensity of support in the adaptive resources of young people with Down syndrome and to apply, in collaboration with the teacher, a teaching plan based on the need for support. The study followed a descriptive qualitative approach based on the investigation action. A Special Education teacher and two young people with Down syndrome and their respective parents participated. Data collection was carried out in an Association of Parents and Friends of the Exceptional, a medium-sized municipality located in the interior of the state of São Paulo and in the residence of participants. The instruments used were the Support Intensity Scale – SIS, developed by American Association on Intellectual and Developmental Disabilities (AAIDD), having as respondent the parents of young people with Down syndrome and a script for the preparation of teaching planning. The data were organized into two categories according to the topics covered: the need for support in the adaptive applications of young people with Down syndrome and the application and application of teaching planning based on the need for support. As a result, it was found that the area in which young people with Down syndrome need more support was in lifelong learning and after teaching planning, some positive changes in the use of activities, interaction with colleagues, teachers and researcher . It is hoped that this study will serve as an example of good practice, as an indication of the use of the SIS Scale as a teaching planning tool.El estudio tuvo como objetivo evaluar la intensidad del apoyo en los comportamientos adaptativos de los jóvenes con síndrome de Down y aplicar, en colaboración con el maestro, un plan de enseñanza basado en la necesidad de apoyo. El estudio siguió el enfoque cualitativo descriptivo basado en la investigación de acción. Participaron una maestra de Educación Especial y dos jóvenes con síndrome de Down y sus respectivos padres. La recolección de datos se llevó a cabo en una Asociación de Padres y Amigos de los Excepcionales, de un municipio de tamaño mediano, ubicado en el interior del estado de São Paulo y en la residencia de los participantes. Los instrumentos utilizados fueron la Escala de intensidad de soporte – SIS, desarrollado por la Asociación Estadounidense para la Discapacidad Intelectual y el Desarrollo (AAIDD), teniendo como encuestados a los padres de jóvenes con síndrome de Down y un guión para la preparación de la planificación de la enseñanza. Los datos se organizaron en dos categorías según los temas tratados: la necesidad de apoyo en los comportamientos adaptativos de los jóvenes con síndrome de Down y el desarrollo y la aplicación de la planificación de la enseñanza basada en la necesidad de apoyo. Como resultado, se descubrió que el área en la que los jóvenes con síndrome de Down necesitaban más apoyo era el aprendizaje permanente y después de la planificación de la enseñanza, hubo cambios positivos en la participación en las actividades propuestas, la interacción con colegas, maestros y investigador. Se espera que este estudio sirva como un ejemplo de buenas prácticas, así como una indicación para el uso de la Escala SIS como una herramienta para la planificación de la enseñanza.O estudo teve como objetivo avaliar a intensidade de apoio nos comportamentos adaptativos de jovens com síndrome de Down e aplicar em colaboração com o professor, um planejamento de ensino a partir da necessidade de apoio. O estudo seguiu a abordagem qualitativa descritiva pautada na investigação ação. Foram participantes uma professora de Educação Especial, dois jovens com síndrome de Down e seus respectivos pais. A coleta de dados foi realizada em uma Associação de Pais e Amigos dos Excepcionais, de um município de médio porte, localizado no interior do estado de São Paulo e na residência dos participantes. Os instrumentos utilizados foram a Escala de Intensidade de Apoio – SIS, desenvolvida pela Associação Americana de Deficiência Intelectual e Desenvolvimento (AAIDD), tendo como respondente os pais dos jovens com síndrome de Down e um roteiro para elaboração do planejamento de ensino. Os dados foram organizados em duas categorias de acordo com os temas abordados: necessidade de apoio nos comportamentos adaptativos dos jovens com síndrome de Down e elaboração e aplicação do planejamento de ensino a partir da necessidade de apoio. Como resultados, verificou-se que a área em que os jovens com síndrome de Down necessitavam de maior apoio era em aprendizagem ao longo da vida e após o planejamento de ensino, houveram modificações positivas no envolvimento nas atividades propostas, interação com colegas, professora e pesquisadora. Espera-se que este estudo sirva como exemplo de boas práticas, assim como de indicação para o uso da Escala SIS como ferramenta para o planejamento de ensino.Universidade Federal de Santa Maria2020-10-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/4422510.5902/1984686X44225Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e50/ 1-24Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e50/ 1-24Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e50/ 1-241984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/44225/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/44225/htmlCopyright (c) 2020 Revista Educação Especialinfo:eu-repo/semantics/openAccessFreitas, Polyane Gabrielle deGalvani, Márcia Duarte2020-12-21T22:14:14Zoai:ojs.pkp.sfu.ca:article/44225Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-12-21T22:14:14Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS) Planificación de la enseñanza para jóvenes con síndrome de Down utilizando la escala de intensidad de apoyo (SIS) Planejamento de ensino para jovens com síndrome de Down a partir da Escala de Intensidade de Apoio (SIS) |
title |
Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS) |
spellingShingle |
Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS) Freitas, Polyane Gabrielle de Special Education teaching planning adaptive behavior. Educación Especial planificación de la enseñanza comportamiento adaptativo. Educação Especial planejamento de ensino comportamento adaptativo. |
title_short |
Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS) |
title_full |
Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS) |
title_fullStr |
Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS) |
title_full_unstemmed |
Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS) |
title_sort |
Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS) |
author |
Freitas, Polyane Gabrielle de |
author_facet |
Freitas, Polyane Gabrielle de Galvani, Márcia Duarte |
author_role |
author |
author2 |
Galvani, Márcia Duarte |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Freitas, Polyane Gabrielle de Galvani, Márcia Duarte |
dc.subject.por.fl_str_mv |
Special Education teaching planning adaptive behavior. Educación Especial planificación de la enseñanza comportamiento adaptativo. Educação Especial planejamento de ensino comportamento adaptativo. |
topic |
Special Education teaching planning adaptive behavior. Educación Especial planificación de la enseñanza comportamiento adaptativo. Educação Especial planejamento de ensino comportamento adaptativo. |
description |
The study aimed to assess the intensity of support in the adaptive resources of young people with Down syndrome and to apply, in collaboration with the teacher, a teaching plan based on the need for support. The study followed a descriptive qualitative approach based on the investigation action. A Special Education teacher and two young people with Down syndrome and their respective parents participated. Data collection was carried out in an Association of Parents and Friends of the Exceptional, a medium-sized municipality located in the interior of the state of São Paulo and in the residence of participants. The instruments used were the Support Intensity Scale – SIS, developed by American Association on Intellectual and Developmental Disabilities (AAIDD), having as respondent the parents of young people with Down syndrome and a script for the preparation of teaching planning. The data were organized into two categories according to the topics covered: the need for support in the adaptive applications of young people with Down syndrome and the application and application of teaching planning based on the need for support. As a result, it was found that the area in which young people with Down syndrome need more support was in lifelong learning and after teaching planning, some positive changes in the use of activities, interaction with colleagues, teachers and researcher . It is hoped that this study will serve as an example of good practice, as an indication of the use of the SIS Scale as a teaching planning tool. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-26 |
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 |
http://periodicos.ufsm.br/educacaoespecial/article/view/44225 10.5902/1984686X44225 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/44225 |
identifier_str_mv |
10.5902/1984686X44225 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/44225/pdf http://periodicos.ufsm.br/educacaoespecial/article/view/44225/html |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e50/ 1-24 Revista de Educación Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e50/ 1-24 Revista Educação Especial; Revista Educação Especial, v. 33, 2020 – Publicação Contínua; e50/ 1-24 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944202320084992 |