Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional Aspects

Detalhes bibliográficos
Autor(a) principal: Vital, Andrea Aparecida Francisco
Data de Publicação: 2016
Outros Autores: Miccas, Camila, Duarte, Cintia Perez, D'Antino, Maria Eloisa Famá
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/6768
Resumo: The objective of this research was to establish a profile of four students with Down syndrome enrolled in the regular school system assessing the cognitive-linguistic potentialities, knowledge acquisition, and academic and functionality performance. For this, we confront the data obtained from the three types of assessments obtaining a profile of students. We note that, regardless of the ages and grades in which they were enrolled, no qualitative differences between assessments of intelligence, knowledge acquisition, academic content and functionality were observed. It is concluded that research, ongoing evaluation, analysis and recycling of educational resources and planning of educational activities must be in a constant search for improvement in meeting the needs of students with Down syndrome.
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spelling Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional AspectsLa evaluación de los Alumnos con Síndrome de Down: Aspectos Cognitivo-Lingüísticos, Educativos y FuncionalesAvaliação de Alunos com Síndrome de Down: Aspectos Cognitivo-Linguísticos, Educacionais e Funcionaisinclusive educationassessmentDown syndromecognitionfunctionalityeducación inclusiva evaluación síndrome de Downcognición funcionalidadsíndrome de Downcogniçãofuncionalidadeeducação inclusiva avaliaçãoThe objective of this research was to establish a profile of four students with Down syndrome enrolled in the regular school system assessing the cognitive-linguistic potentialities, knowledge acquisition, and academic and functionality performance. For this, we confront the data obtained from the three types of assessments obtaining a profile of students. We note that, regardless of the ages and grades in which they were enrolled, no qualitative differences between assessments of intelligence, knowledge acquisition, academic content and functionality were observed. It is concluded that research, ongoing evaluation, analysis and recycling of educational resources and planning of educational activities must be in a constant search for improvement in meeting the needs of students with Down syndrome.El objetivo de esta investigación fue establecer un perfil de cuatro alumnos con síndrome de Down matriculados en el sistema escolar regular por medio de resul tados obtenidos en una evaluación de potencialidades cognitivas-lingüísticas, la adquisición de conocimientos, el contenido académico y la funcionalidad de estos. Para esto, fueron comparados los datos de los tres tipos de evaluaciones con el fin de obtener un perfil de los estudiantes. Independientemente de las edades y grados en que fueron matriculados, no se observaron diferencias cualitativas entre las evaluaciones de inteligencia, de la adquisición de conocimientos, del contenido académico y la funcionalidad. Se concluye que la investigación de la evaluación contínua, el análisis, el reciclaje de los recursos educativos y la planificación de las actividades educativas deben estar en una búsqueda constante de mejora en la satisfacción de las necesidades de los alumnos con síndrome de Down.O objetivo desta pesquisa foi traçar o perfil de quatro alunos com síndrome de Down, matriculados em uma rede pública e regular de ensino, por meio de resultados obtidos em avaliação das potencialidades cognitivo-linguísticas dos alunos, da aquisição de conhecimentos e conteúdos acadêmicos e da funcionalidade destes. Os resultados das três avaliações foram analisados e possibilitaram traçar o perfil dos alunos, na= faixa etária de 6 a 8 anos, matriculados no 1º e 2º anos do ensino fundamental. Como resultados da análise dos dados, tem-se que, independentemente da idade e ano frequentado, não foram observadas diferenças qualitativas nos resultados das avaliações. Conclui-se que a avaliação contínua, análise e seleção de recursos pedagógicos, assim como o planejamento das ações e as intervenções, devem ser uma constante em busca do aprimoramento do atendimento às necessidades educacionais do alunado com síndrome de Down.Editora Mackenzie2016-01-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/676810.15348/1980-6906/psicologia.v17n3p177-188The Journal Of Psychology: Theory and Practice ; Vol. 17 No. 3 (2015); 177-188Revista Psicología: Teoría y Práctica; Vol. 17 Núm. 3 (2015); 177-188Revista Psicologia: Teoria e Prática; v. 17 n. 3 (2015); 177-1881980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/6768/5537Copyright (c) 2016 Andrea Aparecida Francisco Vital, Camila Miccas, Cintia Perez Duarte, Maria Eloisa Famá D'Antinohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVital, Andrea Aparecida FranciscoMiccas, CamilaDuarte, Cintia PerezD'Antino, Maria Eloisa Famá2023-07-11T17:35:18Zoai:ojs.editorarevistas.mackenzie.br:article/6768Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-07-11T17:35:18Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional Aspects
La evaluación de los Alumnos con Síndrome de Down: Aspectos Cognitivo-Lingüísticos, Educativos y Funcionales
Avaliação de Alunos com Síndrome de Down: Aspectos Cognitivo-Linguísticos, Educacionais e Funcionais
title Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional Aspects
spellingShingle Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional Aspects
Vital, Andrea Aparecida Francisco
inclusive education
assessment
Down syndrome
cognition
functionality
educación inclusiva
evaluación
síndrome de Down
cognición
funcionalidad
síndrome de Down
cognição
funcionalidade
educação inclusiva
avaliação
title_short Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional Aspects
title_full Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional Aspects
title_fullStr Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional Aspects
title_full_unstemmed Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional Aspects
title_sort Evaluation of Students with Down Syndrome: Cognitive-Linguistic Educational and Functional Aspects
author Vital, Andrea Aparecida Francisco
author_facet Vital, Andrea Aparecida Francisco
Miccas, Camila
Duarte, Cintia Perez
D'Antino, Maria Eloisa Famá
author_role author
author2 Miccas, Camila
Duarte, Cintia Perez
D'Antino, Maria Eloisa Famá
author2_role author
author
author
dc.contributor.author.fl_str_mv Vital, Andrea Aparecida Francisco
Miccas, Camila
Duarte, Cintia Perez
D'Antino, Maria Eloisa Famá
dc.subject.por.fl_str_mv inclusive education
assessment
Down syndrome
cognition
functionality
educación inclusiva
evaluación
síndrome de Down
cognición
funcionalidad
síndrome de Down
cognição
funcionalidade
educação inclusiva
avaliação
topic inclusive education
assessment
Down syndrome
cognition
functionality
educación inclusiva
evaluación
síndrome de Down
cognición
funcionalidad
síndrome de Down
cognição
funcionalidade
educação inclusiva
avaliação
description The objective of this research was to establish a profile of four students with Down syndrome enrolled in the regular school system assessing the cognitive-linguistic potentialities, knowledge acquisition, and academic and functionality performance. For this, we confront the data obtained from the three types of assessments obtaining a profile of students. We note that, regardless of the ages and grades in which they were enrolled, no qualitative differences between assessments of intelligence, knowledge acquisition, academic content and functionality were observed. It is concluded that research, ongoing evaluation, analysis and recycling of educational resources and planning of educational activities must be in a constant search for improvement in meeting the needs of students with Down syndrome.
publishDate 2016
dc.date.none.fl_str_mv 2016-01-13
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://editorarevistas.mackenzie.br/index.php/ptp/article/view/6768
10.15348/1980-6906/psicologia.v17n3p177-188
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/6768
identifier_str_mv 10.15348/1980-6906/psicologia.v17n3p177-188
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/6768/5537
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 17 No. 3 (2015); 177-188
Revista Psicología: Teoría y Práctica; Vol. 17 Núm. 3 (2015); 177-188
Revista Psicologia: Teoria e Prática; v. 17 n. 3 (2015); 177-188
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
_version_ 1797051376353673216

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