Navegando por Palavras-chave "deficiência visual"
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- ItemSomente MetadadadosAnálise da intervenção de terapia ocupacional utilizando a consultoria colaborativa com educadoras de crianças com deficiência visual(Universidade Federal de São Paulo (UNIFESP), 2015-06-24) Silva, Devaneide da [UNIFESP]; Novelli, Marcia Maria Pires Camargo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Among several actions in schooling inclusion process the collaborative consultancy has been seeing as an expressive form of intervention. It involves a different and equal process between a consultant and a consulted who can feel free to accept or not the suggestions during the consultancy. Acting as a team with the same goals the collaborative consultancy allows educators and specialized professionals to share resources and duties, which can strengthen eduation practices and cooperate with educator formation in inclusive education terms. The objective of this study was to analyze the occupational therapy intervention by utilizing collaborative consultancy in education for children with visual impairment. To achieve the goal of analyzing the intervention the option was to organize a descriptive study based in qualitative research and using cases studies. Five educators who assist children with visual impairment collaborated in the qualitative research. To acquire data the following evaluation tools were utilized: 1- semi-scructured interview observing points related to personal identification, knowledge and difficulties about visual impairment and suggestions about the works with children diagnosed with visual disability. 2- Questionnaire to evaluate the meetings results (the subject discussed, didactic stratedies, resources and methodology, and participation). 3- Fiel journal. Data were analyzes through descriptive analysis. The collaborative consultancy gave the educators knowledge of visual disabilities as well as tools for adapting pedagogical materials, also provided strategies to evaluate behavior and playing actions, and cleared doubts about independence (mobility, meals, hygiene and dressing). Utilizing collaborative consultancy through actions that help in teach-learning process, the occupational therapy intervention fostered and made easier the inclusion process of children with visual impairment.
- ItemAcesso aberto (Open Access)Balance and motor coordination are not fully developed in 7 years old blind children(Academia Brasileira de Neurologia - ABNEURO, 2004-09-01) Navarro, Andréa Sanchez; Fukujima, Marcia Maiumi [UNIFESP]; Fontes, Sissy Veloso [UNIFESP]; Matas, Sandro Luiz de Andrade [UNIFESP]; Prado, Gilmar Fernandes do [UNIFESP]; Universidade Bandeirante de São Paulo; Universidade Federal de São Paulo (UNIFESP)Visually impaired children show difficulties in recognizing their own bodies, objects around then and the spatial parameters that are essential for independent movement. This study analyzes the neuro-psychomotor development of a group of congenitally visually impaired children as compared to children with normal sight. We have evaluated two groups of seven-year-olds by means of neurological evolution examination (NEE). The group studied comprised 20 blind children and the control group comprised 20 children with normal sight, and they were paired up according to age and gender. In some tests, the blind children were guided by touch. The visually impaired children performed worse in tests evaluating balance and appendage coordination compared to normal sighted children (p< 0.001), and this suggests that visual deficiency impairs children's neuro-psychomotor development.
- ItemSomente MetadadadosEducação física escolar: tenho câncer, posso participar?(Universidade Federal de São Paulo (UNIFESP), 2014-08-09) Lima, Isabela Lemos de [UNIFESP]; Covic, Amalia Neide Covic [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This study aims to comprehend how physical activities in Physical Education (PE) classes can help a student under oncologic treatment to find a new significance to her place inside the school culture that she is placed in. Focused on the phenomenon that occurs in a restricted and localized scenario ? the chronically ill student who doesn?t feel to fully belong to the institutions hospital and school, that help in their development ? the problem in this study has the intention to bring knowledge to researchers and professionals who work with education and/or health, and manifest interest for full time service of children and teenagers that remain ill for long periods and attend to regular schools. Nowadays it is becoming more frequent children and teenagers that, due to their health condition have to leave school, to return during of after their treatment. This population, although are special, reveal distinct questions from the populations with physical, mental or even sensorial disabilities. Thus, it justifies the necessity for the development of researches that consider the particularities of this population. Approaching the contemporary questions that the overabundance of facts, spaces and individualization of references underscore the need to give meaning to the present time, this research starts from the observation of the learning experiences in PE classes at a school in the city of São Paulo to understand the reasons why a student who attends a hospital school of the Instituto Oncológico Pediátrico/Grupo de Apoio a Adolescentes e Crianças com Câncer/Universidade Federal de São Paulo claims to not be understood by her school. Under the method of action research, approaches to the Habermas?s theory, whose focus aims to the practice of dialogue in the pursuit of agreement to solve problems installed in a particular society, and through the interviews that involve a student undergoing oncological treatment who has been losing her sight due to the disease, her doctor, her PE teacher, and one of the pedagogical coordinators from the school that she is enrolled. Since it?s about the local culture of a school environment and by the anthropologic place of living steps of life, it cyclically reflects the many and complex factors that interfere on the researched student?s life. Therefore, it concludes that the redefinition of the role played by the student who is an oncological patient with low sight occurs by: the autonomous formation of the student; constructing an environment where all participants learn; the understanding of the disease and its implications on the construction of the school curriculum; the space of the complementarity between school culture of PE and the possibilities and needs of severely ill student; the inclusion of professional training in places involving the school daily problem solving; to assume the individualizations that are presented on the whole, by those involved with the educational process of Basic Education; the parallel learning of teachers on other ways to reflect the issues of daily life and finally by the creation of formative artifacts that enable the exchange of roles without losing each one?s specificity.
- ItemAcesso aberto (Open Access)A relação com a linguagem escrita na inclusão escolar de uma criança com deficiência visual: mediação pedagógica e (im)possibilidades de ensino-aprendizagem(Universidade Federal de São Paulo (UNIFESP), 2015-01-09) Carvalhais, Keuri Costa [UNIFESP]; Carvalho, Maria de Fátima [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This work deals with the relation between children with visual disability [hereafter named under the acronym DV ? translator?s note], and written language in a school inclusion policy during the first year of elementary school, together with specialized educational attendance [hereafter named under the acronym AEE ? translator?s note]. It aims to discuss the conditions and ways it is accomplished within such educational contexts, and within situations which objective is to introduce children(in)directly to both reading and writing practices, its teaching and learning as well. The investigation is based on Vygotsky?s cultural-storic Psychology (1897-1943), a current of thought that assumes both writing and language as social practices, emphasizing their role on the constitution of cultural functions, and in the school development of children. It also aims to outline the moderator role of the other and that of the language, and the importance they give to the use of cultural instruments towards the development of forms of psychological measures within the existence of any kind of disability. Carried out a case study throughout participant observation, this research was developed with a six-year-old boy with diagnosticated visual disability [hereafter named under the acronym DV ? translator?s note], enrolled in the 1st year of elementary public school, in the city of Guarulhos/SP, and beneficiated by the specialized educational attendance (AEE).During the elaboration of the case study, it was also made semi-structured interviews with the research participants: an AEE?s teacher, a teacher from the elementary school?s classroom, her trainee, the school committee, the visual disabled child, and his mother. The data analysis, carried out under the focus of cultural-storic Psychology outlines the mediation of the teachers ? ways and devices to achieve the pedagogical work that involves the approach towards writing and its learning ? indicating it as preponderant to the construction of the (im)possibilities related to DV children and written language, its learning and development.
- ItemAcesso aberto (Open Access)Visual impairment and blindness: an overview of prevalence and causes in Brazil(Academia Brasileira de Ciências, 2009-09-01) Salomão, Solange Rios [UNIFESP]; Mitsuhiro, Márcia R. K. H. [UNIFESP]; Belfort, Rubens Junior [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Our purpose is to provide a summary overview of blindness and visual impairment on the context of recent Brazilian ocular epidemiologic studies. Synthesis of data from two cross-sectional population-based studies - the São Paulo Eye Study and the Refractive Error in School Children Study is presented. 3678 older adults and 2441 school children were examined between July 2004 and December 2005. Prevalence of blindness in older adults using presenting visual acuity was 1.51% decreasing to 1. 07% with refractive correction. The most common causes of blindness in older adults were retinal disorders, followed by cataract and glaucoma. In school children, the prevalence of uncorrected visual impairment was 4.82% decreasing to 0.41% with refractive correction. The most common cause of visual impairment in school children was uncorrected refractive error. Visual impairment and blindness in Brazil is an important public health problem. It is a significant problem in older Brazilians, reinforcing the need to implement prevention of blindness programs for elderly people with emphasis on those without schooling. In school-children cost-effective strategies are needed to address a readily treatable cause of vision impairment - prescription and provision of glasses.