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Search Results: 1 - 10 of 187632 matches for " Cristina Broglia de Feitosa;Porto "
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Compara??o entre os questionários IT-MAIS e MUSS com vídeo-grava??o para avalia??o de crian?as candidatas ao implante coclear
Pinto, Elaine Soares Monteiro;Lacerda, Cristina Broglia de Feitosa;Porto, Paulo Rogério Catanhede;
Revista Brasileira de Otorrinolaringologia , 2008, DOI: 10.1590/S0034-72992008000100015
Abstract: there is a great difficulty in determining earlier on which children would benefit or not from cochlear implants, especially because of their young age, the responses they give are very subtle. aim: to compare results obtained through video-recording of the interactions of children who may receive a cochlear implant with the results obtained through evaluation protocols. method: seven children, with an average age of 39.7 months, with profound hearing loss were selected for the study. it-mais and muss questionnaires were given to their parents/guardians of these children and the results were compared with the observation of the video-recordings. results: it was possible to observe that the data is compatible with the auditory stages. however, the muss questionnaire data gathered during playful activities is very different . the questionnaire only takes into consideration the use of verbal language and therefore the majority of the evaluated children inevitably score low. conclusion: observing children play allows us to trace a better profile of linguistic behavior and aspects relative to language, that may presented differences in the questionnaire.
A inclus?o escolar de alunos surdos: o que dizem alunos, professores e intérpretes sobre esta experiência
Lacerda, Cristina Broglia Feitosa de;
Cadernos CEDES , 2006, DOI: 10.1590/S0101-32622006000200004
Abstract: this paper focuses on the experience of deaf student inclusion in a regular school, with the presence of sign language interpreters. the students, teachers and interpreters involved were interviewed and their statements were analyzed. these data describes the problems occurring at school as ignorance on deafness and its educational implications, difficulties in the professor/interpreter interaction and uncertainty about the role of the different actors involved. they also highlight difficulties with curricular adaptations and class strategies, and the exclusion of the deaf student from activities. nevertheless, such aspects are disregarded because it is tacitly assumed that school inclusion is good in itself. we intend to contribute to a reflection about inclusive practices involving the deaf, seeking to understand their effects, limits and possibilities and looking for a responsible and coherent educational attitude toward this group.
O que dizem/sentem alunos participantes de uma experiência de inclus?o escolar com aluno surdo
Lacerda, Cristina Broglia Feitosa de;
Revista Brasileira de Educa??o Especial , 2007, DOI: 10.1590/S1413-65382007000200008
Abstract: historically, the education of deaf people has been marked by failures and, recently, inclusive education has been defended as adequate for the insertion of deaf pupils in school. in order to attend to their specific needs, alternatives have been created, such as the presence of sign language and interpreters. this study aims to investigate this context by interviewing two hearing and one deaf student from a fifth grade elementary class in which there was a deaf student and a sign language interpreter. the students reported that the experience was positive; they enjoyed having a different colleague and coming to know sign language. however, the hearing students said that they had introductory levels of understanding of this language, they wished it was easier to learn, and they understood little about deafness. such facts were not perceived by the deaf student, who felt his relation to his hearing peers to be adequate. there is respect for differences, but the relations are superficial, different from the general experiences of the other students. understanding how students give meaning to this experience is essential in evaluating the effectiveness of this practice.
Da suspeita à interven??o em surdez: caracteriza??o deste processo na regi?o de Campinas/SP
Sígolo, Cássia;Lacerda, Cristina Broglia Feitosa de;
Jornal da Sociedade Brasileira de Fonoaudiologia , 2011, DOI: 10.1590/S2179-64912011000100009
Abstract: purpose: to identify and detail the current situation of diagnosis and assistance to deaf children in two cities belonging to the administrative region of campinas (sp). methods: it was conducted a survey of 320 medical records of patients diagnosed with prelingual deafness in the period between 1996 and 2005, in two institutions located in the region of campinas: a university clinic and a clinic specialized in the assistance to deaf individuals. results: regarding the suspicion of hearing loss, the average age of the subjects was 1 year and 9 months. the mean age of children referred to medical or speech-language pathology service was 3 years and 6 months; the mean age for deafness diagnosis was 4 years and 3 months; the mean age for the beginning of clinical intervention was 6 years and 1 month; and the mean age for hearing aid adaptation was 7 years and 5 months. conclusion: suspicion of deafness, the first visit to a doctor, diagnosis, intervention and hearing aid adaptation were all delayed when compared to current recommended diagnostic standards and conditions of access to services. in addition, there was a significant delay between each stage, especially in the period between the suspicion of deafness and the beginning of clinical intervention. although campinas region is well developed in economic terms, offering a broad network of health assistance services, this network was little efficient regarding assistance to deafness
Linguagem e desenho no desenvolvimento da crian?a surda: implica??es histórico-culturais
Araújo, Claudia Campos Machado;Lacerda, Cristina Broglia Feitosa de;
Psicologia em Estudo , 2010, DOI: 10.1590/S1413-73722010000400005
Abstract: this paper discusses children’s drawing as a signic visual sphere that promotes and enables the signification process for deaf children with late language acquisition. it aims to emphasize concepts of a historic-cultural theory that approach human psychic functioning and its social constitution, as well as the central role of history and culture in the development of higher psychological functions by means of language and of children’s introduction in the circuit of the symbolic. the analysis of the theoretical and conceptual aspects can be the ground for a clinical and educational practice engaged with the social, linguistic, cognitive, interactive and symbolic development necessary to making deaf children, speakers of sign language, as a being whose means of communication is limited to that language.
Esferas de atividade simbólica e a constru??o de conhecimento pela crian?a surda
Araújo, Claudia Campos Machado;Lacerda, Cristina Broglia Feitosa de;
Revista Brasileira de Educa??o Especial , 2008, DOI: 10.1590/S1413-65382008000300007
Abstract: this study is grounded on a bilingual approach and it aims to explore and to approach the symbolic spheres of language - gesture, drawing, narrative and writing - concomitantly to sign language in deaf children's language development and to the building of new knowledge. theoretical and methodological constructs stemming from the historic-cultural perspective and its articulation with the microgenetic analysis were used in this qualitative analysis. research subjects were two deaf boys who were in the process of bilingual language acquisition - brazilian sign language and the written modality of brazilian portuguese; both were in the second grade of brazilian elementary education level, with ages between 9 and 10 years and both had audiological diagnoses of profound bilateral deafness. the focus of the analysis highlighted the emergence of changing processes in the dynamics of interactions between the research subjects, taking into account the particular and global aspects in their occurrence and constitution. symbolic activities enable the broadening of sign language and beginning access to writing, which in turn promote the consolidation of signing and language development. the priority given to sign language use associated with working with semiotic activities which take into account linguistic particularities and semiotic mediations were vital for language development of these deaf children and for the construction of knowledge, in a way that is both satisfactory and adequate to their constitution as active subjects and participants in language.
Examinando o desenho infantil como recurso terapêutico para o desenvolvimento de linguagem de crian?as surdas
Araújo, Claudia Campos Machado;Lacerda, Cristina Broglia Feitosa de;
Revista da Sociedade Brasileira de Fonoaudiologia , 2008, DOI: 10.1590/S1516-80342008000200014
Abstract: the practical experience of drawing in the speech-language pathology clinical practice is taken as the central and generating nucleus of the present study. it is investigated the dialogical practices that trigger processes of knowledge construction able to relate drawing to the appropriation of senses and meanings, which could affect the deaf children's language development. from the point of view of a qualitative analysis, the study used theoretical and methodological constructs stemming from a historic-cultural perspective. the subjects of this case report were two bilingual male deaf children with ages between nine and ten years, both with profound bilateral hearing loss and complaints of delay in their language development. data were gathered for a year, producing 30 hours of video recordings and reports regarding the 60-minutes weekly therapy sessions that were carried out during this period. taking children's, language's and drawing's development as a constantly-changing process, the focus of the analyses was the emergence of actions-in-change and the dynamics of the interactions between the studied subjects. results showed that the priority given to the use of sign language associated with the therapeutic focus on signic activities, which took into account linguistic particularities and semiotic mediations, were vital for language acquisition and development to favor deaf children's social practices.
Perfil de tradutores-intérpretes de Libras (TILS) que atuam no ensino superior no Brasil
Lacerda, Cristina Broglia Feitosa de;Gurgel, Taís Margutti do Amaral;
Revista Brasileira de Educa??o Especial , 2011, DOI: 10.1590/S1413-65382011000300009
Abstract: this article presents results from a broader study with libras - brazilian sign language translators/interpreters (bslis) that work in higher education (he). the study highlights the profile of professionals who work in higher education, demonstrating how varied are the contexts of different regions where they work, their ages, their educational background, how they became bslis, how they began their work at institutions of higher education (ihe), among other factors. in this context, our main focus is on aspects of their training and current practice. the study is based on interviews and the results varied greatly, showing that there are different profiles and specificities in the processes by which they chose to work as interpreters. considering the current brazilian university context and education policies that defend inclusion of people with disabilities attending higher education courses, in this case, deaf students, it is important to point out that inclusion requires the presence of a professional to mediate communication relations between deaf and hearing people, in order to enable deaf people to construct knowledge in the educational environment. bslis are among the professionals working to implement practices of inclusive education; as established by the 5.626 decree, they are the professionals responsible for the linguistic accessibility of deaf students from elementary education to higher education, interpreting portuguese to libras and vice-versa. a better understanding of bslis' professional itineraries and profiles and their work on he may contribute to reflecting about the requirements for preparing this professional in order for them to practice in bilingual inclusion processes of deaf students in higher education.
Aspectos sobre desenvolvimento de linguagem oral em craniossinostoses sindr?micas
Arduino-Meirelles, Ana Paula;Lacerda, Cristina Broglia Feitosa de;Gil-da-Silva-Lopes, Vera Lúcia;
Pró-Fono Revista de Atualiza??o Científica , 2006, DOI: 10.1590/S0104-56872006000200011
Abstract: background: aspects of language development in craniosynostosis. craniosynostosis (premature fusion of the cranial sutures) has an incidence of 0.4 to 1/1.000 newborns. etiology for this congenital anomaly includes environmental and genetic factors. regarding the form of presentation, it can occur in its isolated form or associated to other congenital anomalies. for this last group, acrocephalosyndactilies are observed. these are genetically determined conditions which present phenotypic similarity, including the following syndromes: saethre-chotzen, apert, crouzon e pfeiffer. as all of these conditions affect the craniofacial development, it is possible to find anatomic and functional interferences which determine language delays and/or deficits. aim: to revise the literature concerning aspects related to normal verbal language development and to describe the main characteristics associated to this condition in children who present apert, crouzon, pfeiffer and saethre-chotzen syndromes. a systematic review on syndromic craniosynostosis and oral language was performed, consulting medline, lilacs and other important references on this theme. conclusion: several manifestations related to hearing and language have been detected in individuals with syndromic craniosynostosis. the most important are alterations in the sound conduction system, leading to hearing losses, and consequently interfering in language acquisition and development. for this reason, speech-language diagnosis and early intervention are recommended in order to eliminate or minimize damages in language acquisition and development.
A prática pedagógica mediada (também) pela língua de sinais: trabalhando com sujeitos surdos
Lacerda, Cristina B.Feitosa de;
Cadernos CEDES , 2000, DOI: 10.1590/S0101-32622000000100006
Abstract: this study intends to deepen the aspects of the deafs' education taking the sign language as fundamental in the educational process. thus, it will be focused a second grade class of the elementary level in which a deaf student will be introduced. this deaf student uses libras (brazilian sign language) and he will be accompanied by an interpreter. the focus on the analyses will revert on the role of sign language over the interaction in the classroom aiming at contributing to a discussion of the deafs' education.
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