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Search Results: 1 - 10 of 24546 matches for " Enicéia Gon?alves "
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A radicaliza??o do debate sobre inclus?o escolar no Brasil
Mendes, Enicéia Gonalves;
Revista Brasileira de Educa??o , 2006, DOI: 10.1590/S1413-24782006000300002
Abstract: the debate about school inclusion in brazil has become more and more a true collision, provoking controversy, stridency and polarization. one of the largest impacts is taking place in the arena of special education, in which one of the recurrent arguments is the proposition that deals with a new paradigm that should radically alter the education of children and youngsters with special educational needs in the brazilian context. in order to "illuminate" rather than to "warm up" this debate, we intend, first, to contextualize the historical roots of the movement. secondly, we examine the possible impacts of school inclusion and full inclusion on the brazilian educational system. in conclusion, we discuss the thesis that we have to face the challenge of dealing with the contradiction of an imported ideology that represents an alignment to the latest fashion, but that at the same time can be one of the strategies used to overcome chronic problems of special education in the country.
Pesquisas sobre Inclus o Escolar: revis o da agenda de um grupo de pesquisa. Research about School Inclusion: the Research Group - GP-FOREESP - trajectory review
Mendes, Enicéia Gonalves
Revista Eletr?nica de Educa??o , 2008,
Abstract: O presente relato revisa a agenda de investiga es sobre inclus o escolar, do grupo de pesquisa GP-FOREESP (Forma o de Recursos Humanos em Educa o Especial), que integra as atividades de ensino, pesquisa e extens o; de alguns docentes, alunos de gradua o em vários cursos e da Pós-Gradua o em Educa o Especial da UFSCar. Trata-se de uma revis o dos 29 estudos concluídos no ambito do grupo (oito projetos de inicia o científica, onze disserta es de mestrado, cinco teses de doutorado, e seis projetos de grande porte) a fim de oferecer uma descri o racional para o delineamento da agenda de pesquisas do grupo e sintetizar os principais achados e suas implica es práticas. O texto foi organizado de modo a oferecer num primeiro momento uma descri o da constitui o do grupo, a contextualiza o histórica da sua temática atual de investiga o, que é o movimento da inclus o escolar de pessoas com deficiências, com a finalidade de retratar o quadro de referência a partir do qual problematizamos e extraímos nossos problemas de pesquisa. A seguir é desenvolvida uma breve revis o dos estudos organizados em diferentes linhas temáticas sequenciados ao longo do tempo e que compuseram a trajetória da agenda do grupo. Finalizando trazemos algumas conclus es e implica es baseadas nas evidências produzidas em nossas investiga es sobre a inclus o escolar no Brasil.The present report describes the agenda of inquiries about school inclusion of the research group entitled: GP-FOREESP (Study Group: Formation of Human Resources in Special Education), that integrates formation, research and extension activities of some professors, researchers, graduate and undergraduate students enrolled in different courses at Federal University of Sao Carlos - UFSCar. The twenty nine (29) studies concluded in the scope of the group (eight projects of scientific initiation, eleven dissertations, five theses and six big projects) were reviewed in order to offer a description of the rational for the delineation of the group research agenda and to synthesize the main evidences and its practical implications. The text was organized in order to offer in the first moment a description of the group constitution history, the actual thematic line of investigation that is the movement about school inclusion of people with disabilities, with the purpose to portray the picture of reference from where the group research questions are extracted. After that a brief review of the studies is developed and organized in different thematic lines throughout the time in a way that the trajectory of the group a
A radicaliza o do debate sobre inclus o escolar no Brasil
Enicéia Gonalves Mendes
Revista Brasileira de Educa??o , 2006,
Abstract: El debate sobre la inclusión escolar en Brasil se está tornando cada vez más en una verdadera adversidad, provocando polémica, estridencia y polarización. Uno de sus mayores impactos ha incurrido en la arena de la educación especial, siendo uno de los argumentos recurrentes la proposición de que se trata de un nuevo paradigma que deberá alterar radicalmente la educación de ni os y jóvenes con necesidades educacionales especiales en la realidad brasile a. Con fin de iluminar más de que exaltar este debate, me propongo a contextualizar las raíces históricas de este movimiento. En un segundo momento, examino los posibles impactos de la perspectiva de la inclusión escolar y de la inclusión total en la realidad brasile a. Concluyo discutiendo la tesis de que tenemos que enfrentar el desafío de lidiar con la contradicción de una ideología importada que representa una alineación al modismo, pero que al mismo tiempo es un imperativo moral que puede ser una de las estrategias para superar problemas crónicos de la educación especial en el país.
Academic and Professional Guidance for Tertiary Students with Disabilities: Gathering Best Practices throughout European Universities  [PDF]
Leonardo Santos Amancio Cabral, Enicéia Gonalves Mendes, Lucia de Anna, Serge Ebersold
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.39008
Abstract:

The exponential increase of students with disabilities enrolled at universities of different countries has urged these institutions to enable some services geared to their guidance, both academic and professional level. However, the international literature shows that these initiatives, in some realities, are still disconnected from the broader socio-economic context. In order to find possible solutions to this issue, the objective of this research was to explore, in an international level, initiatives related to the academic and professional guidance of students with disabilities. In this direction this case study has been realized with the participation of 81 tertiary students with disabilities, 14 academic counselors and 68 professional mentors from Italy, France, Ireland, Denmark and England. The overall analysis of the results emerged from this research has allowed identifying, in an international perspective, the strengths of each reality explored. The reflections on these elements have directed the proposition of indicators which can contribute to the scientific and academic communities on the implementation, evaluation and monitoring of a potential academic and professional guidance program for tertiary students with disabilities.

Descri??o das propostas do Ministério da Educa??o na avalia??o da deficiência intelectual
Veltrone, Aline Aparecida;Mendes, Enicéia Gonalves;
Paidéia (Ribeir?o Preto) , 2011, DOI: 10.1590/S0103-863X2011000300014
Abstract: this paper describes and examines the official recommendations of the brazilian ministry of education (mec) concerning the identification of intellectual disability in students. this study was conducted through the analysis of mec’s legal and normative documents concerning assessment of intellectual disability. first, an analysis protocol was developed to address the following information: document’s name, description and synthesis. the model of the analysis protocol was divided into three themes: definition of intellectual disability condition, assessment of intellectual disability condition, and educational support. the results reveal there is legal uncertainty concerning official guidelines on how to identify students with intellectual disabilities, whose consequences are still unknown.
Família de crian?as com deficiência e profissionais: componentes da parceria colaborativa na escola
Silva, Aline Maira da;Mendes, Enicéia Gonalves;
Revista Brasileira de Educa??o Especial , 2008, DOI: 10.1590/S1413-65382008000200006
Abstract: this present study aims to identify and describe the behavior of professionals that work in the school and the family of children with disabilities that promote and maintain an effective and successful collaborative partnership, as viewed from both sides. the study was carried out with four focal groups, composed by families (fam1 and fam2) and professionals (prof1 and prof2). two phases of data collection were conducted. in phase 1 the meetings aimed to identify the components of collaborative partnerships. in phase 2 each of the focal groups was confronted with data obtained during the first phase, i.e. the parents were presented with the data given by the professionals and vice versa. by qualitative analyses of the obtained data, the categories elicited by the participants related to the behaviors that should be emitted were identified and described. the study pointed out that among the elicited categories, essential characteristics of the collaborative process can be observed, such as mutual respect, communication, trust, participation, amicability, sincerity and impartiality. it is expected that the survey and description of the categories will guide professionals and family members of disabled children in search of successful and effective collaborative partnership.
Escolariza??o da pessoa com deficiência intelectual: terminalidade específica e expectativas familiares
Lima, Solange Rodovalho;Mendes, Enicéia Gonalves;
Revista Brasileira de Educa??o Especial , 2011, DOI: 10.1590/S1413-65382011000200003
Abstract: the general objective of this study was to analyze the coherence between the legal purpose of schooling of students with intellectual disability and the meanings families attribute to schooling in ordinary classroom in regular school. the study can be described as analytical field research, using document referencing. the population consisted of 149 members of families of students with intellectual disabilities enrolled in 16 municipal schools in the city of uberlandia. a sample of 24 members of such families answered questions during a semi-structured interview. the main results show that: public policies for this area are oriented by neoliberal policies; regarding the meaning and expectancies of the parents as to the schooling of their children with intellectual disabilities, aspects such as learning and development, literacy and socialization are among the main reasons their children attend classes; and the majority do not desire specific terminality for their children, because they believe that this will lead to discrimination. we conclude that, despite advances, the schooling of the mentally impaired has to be rethought and that specific terminality ought to be fully discussed. as policy in brazil, it does not answer suitably to families’ expectations, with the possibility of hampering the course of these students’ schooling.
Viés de gênero na notifica??o de alunos com necessidades educacionais especiais
Mendes, Enicéia Gonalves;Louren?o, Gerusa Ferreira;
Revista Brasileira de Educa??o Especial , 2009, DOI: 10.1590/S1413-65382009000300006
Abstract: why are more boys than girls regarded by their teachers as being students with special needs (2 out of 3 are boys)? this study aimed to compare teacher descriptions of boys and girls identified as students with special needs. data were collected from the collection of 351 records of students identified by their teachers as special students. the records are part of a database initiated in 2001 by a research group. they contain spontaneous descriptions provided by teachers of student characteristics that could justify the notification. the descriptions were divided into content units and were categorized. the frequency for each category was computed for the groups, which were divided according to gender. of the 351 records, 66.1% referred to male students, while 33.9% were girls. the comparison of the incidence of categories between groups showed that the only significant difference was the indication of boys based on the category of behavior problems. based on the literature, the paper discusses theories explaining gender bias on the eligibility of boys and girls by their teachers, as well as the scientific implications and the need for mechanisms to monitor this type of bias. special education still supports this kind of bias that contributes to social inequality based on gender.
Escolariza??o inclusiva de alunos com autismo na rede municipal de ensino de Belo Horizonte
Gomes, Camila Graciella Santos;Mendes, Enicéia Gonalves;
Revista Brasileira de Educa??o Especial , 2010, DOI: 10.1590/S1413-65382010000300005
Abstract: the right to enroll students with special needs in regular schools in brazil is guaranteed by law since the 1988 constitution. ministry of education school census data indicates that the number of students with special needs enrolled in regular schools in the country has increased over the years, especially in the municipal system of education. among the students regarded as having "special needs" are those with autism, who show impairment in social interaction, communication and stereotypical behavior patterns. the city of belo horizonte - mg has been taking action in order to improve access for students with autism in regular schools in the city, but data of the progress of this process is scarce. the purpose of this research was to characterize the students with autism enrolled in regular public schools in belo horizonte, as well as describe the way in which this schooling is occurring in regular schools, from the perspective of the teachers. thirty-three teachers who had direct and daily contact with students with autism in regular schools in the city participated in this research. a semi-structured questionnaire and the childhood autism rating scale (cars) were used. the results indicated that the strategies used by the city seem to enable the presence of the students with autism in the schools, but there is evidence that their participation in school activities is restricted, the interactions with their peers is scarce, and the content learned from the school curriculum is limited.
Psicologia e inclus?o escolar: novas possibilidades de intervir preventivamente sobre problemas comportamentais
Silva, Aline Maira da;Mendes, Enicéia Gonalves;
Revista Brasileira de Educa??o Especial , 2012, DOI: 10.1590/S1413-65382012000100005
Abstract: in an inclusive school environment, an important aspect of the role of educational psychologists that seems promising for educational psychologists is that of rendering collaborative consultation in schools, in partnerships with teachers and families. the purpose of this study was to evaluate the effects of a preventive intervention program, based on the principles of the collaborative consultation in schools and the positive behavior support models, designed to prevent and minimize behavior problems. the study was conducted in three 1st grade classrooms in a public elementary school located in the state of s?o paulo, involving participation of three teachers of these classrooms and their fifty-five pupils. the study was carried out in four phases. in phase 1, the ethical procedures were carried out. in phase 2, teachers were requested to complete the child and youth behavior inventory (6-18 years)/teacher report form (trf). in phase 3, the preventive intervention program was implemented, targeting and focusing on teachers and pupils. finally, in phase 4, the trf instrument was repeated. in order to assess the impact of the intervention, the manova test was applied to the results. regarding student behavior, there was a statistically significant decrease in internalizing, externalizing problems, and in total problems. besides indicating that the implementation of the collaborative consultation in schools and the positive behavior support models can be effective, this result points to the fact that these models can be used by educational psychologists in preventive interventions that target preventing and minimizing behavior problems in school.
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