Um procedimento de inclusão escolar de uma criança cega.
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| Title: | Um procedimento de inclusão escolar de uma criança cega. |
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| Alternate Title: | A procedure of school inclusion of a blind child. Un procedimiento de inclusión escolar de un niño ciego. |
| Authors: | Pontes de França Freitas, Maria Luiza1,2 mluizapf@gmail.com, Coutinho de Alcantara Gil, Maria Stella3,4 dpsi.stellagil@gmail.com |
| Source: | Revista Práxis Educativa. 2020, Vol. 15 Issue 1, p1-22. 22p. |
| Subject Terms: | *Day care centers, *School environment, *Blind children, *Motor ability, Social interaction in children |
| Abstract (English): | The overall objective of this study was to evaluate the effect of intervention procedures, in the inclusive school environment, on motor development and on the repertory of the social interaction of a blind child with sighted children. A five-year-old male child with developmental delay and his sighted classmates that attended the nursery class of a day care center participated in this study. In order to assess the motor development of the blind child, measurements before and after the intervention, using the Operationalized Portage Inventory and also manual and video recordings were performed. To assess the effects of the intervention on social interaction, contact and exchanges among the child and peers were identified in the filmed sessions. After the intervention, it was found that motor performances and interactive behaviors were included in the blind child's repertoire, enabling his active participation in the school environment. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El objetivo general de este estudio fue evaluar el efecto de procedimientos de intervención, en ambiente escolar inclusivo, en el desarrollo motor y en el repertorio de la interacción social de un niño ciego con sus compañeros, niños videntes. Participaron del estudio un niño ciego de cinco años de edad, con retraso en el desarrollo y sus compañeros videntes de la sala maternal de una guardería. Para evaluar el desarrollo motor del niño ciego, fueron realizadas medidas antes y después de la intervención, se utilizó el Inventario Portage Operacionalizado y también, registros manuales y en vídeo. Para evaluar los efectos de la intervención social, los contactos y las interacciones entre el niño ciego y sus compañeros fueron identificados en sesiones filmadas. Después de la intervención, se verificó que desempeños motores y los comportamientos interactivos se incluyeron en el repertorio del niño ciego, posibilitando su participación activa en el ambiente escolar. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O objetivo geral deste estudo foi avaliar o efeito de procedimentos de intervenção, em ambiente escolar inclusivo, no desenvolvimento motor e no repertório de interação social de uma criança cega com seus colegas crianças videntes. Participaram do estudo um menino cego, de cinco anos de idade, com atraso de desenvolvimento, e seus colegas videntes frequentadores da sala do maternal de uma creche. Para avaliar o desenvolvimento motor da criança cega, foram realizadas medidas antes e depois da intervenção, empregando-se o Inventário Portage Operacionalizado e, também, registros manuais e em vídeo. Para avaliar os efeitos da intervenção na interação social, os contatos e as trocas entre a criança e seus colegas foram identificados em sessões filmadas. Após a intervenção, verificou-se que desempenhos motores e os comportamentos interativos foram incluídos no repertório da criança cega, possibilitando a sua participação ativa no ambiente escolar. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The overall objective of this study was to evaluate the effect of intervention procedures, in the inclusive school environment, on motor development and on the repertory of the social interaction of a blind child with sighted children. A five-year-old male child with developmental delay and his sighted classmates that attended the nursery class of a day care center participated in this study. In order to assess the motor development of the blind child, measurements before and after the intervention, using the Operationalized Portage Inventory and also manual and video recordings were performed. To assess the effects of the intervention on social interaction, contact and exchanges among the child and peers were identified in the filmed sessions. After the intervention, it was found that motor performances and interactive behaviors were included in the blind child's repertoire, enabling his active participation in the school environment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18094031 |
| DOI: | 10.5212/PraxEduc.v15.13167.015 |
