Navegando por Palavras-chave "deficiência intelectual"

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    Aquisição de conceito de número por pessoas com deficiência intelectual
    (Departamento de Psicologia - Universidade Estadual de Maringá, 2010-09-01) Escobal, Giovana; Rossit, Rosana Aparecida Salvador [UNIFESP]; Goyos, Celso; Universidade Federal de São Carlos; Universidade Federal de São Paulo (UNIFESP); Universidade Federal de São Carlos
    This study investigated the process involved in the acquisition of number concepts by intellectually disabled adults. Two individuals, aged between 16 and 20 years old, attending a special education school participated. A computer program assessed the participants' initial repertoire based on a stimulus-stimulus and stimulus-response relational network, identifying present and absent relations, which served as a basis for the teaching and testing of conditional relations thereafter. Next phase consisted of teaching the necessary relations, followed by immediate tests to evaluate emerging relations. The results showed the efficacy of the suggested computer-based curriculum and the efficacy of the used teaching procedures, due to the concept number acquisition in a reduced period of time. A complex relational network involving number, digits and values was formed through direct teaching of only two relations. The computer based teaching procedures optimized the learning process, increased data collection and procedural reliability and controlled contingencies that allowed precise teaching.
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    Deficiência intelectual e avaliação no encaminhamento de estudantes ao atendimento educacional especializado: concepções de professoras responsáveis pela avaliação inicial
    (Universidade Federal de São Paulo (UNIFESP), 2016-04-11) Almeida, Ester Furquim de [UNIFESP]; Carvalho, Maria de Fatima [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This work is placed in the field of studies about intellectual disability and students school education in intellectual disability. It addresses changes that are demanded by ?Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva? (BRASIL, 2008) regards the definition of the children that should attend educational especial support (Atendimento Educacional Especializado). This study aims to analyze the evaluation done by specialist teachers to select children to attend this program and this study also looks at conditions and ways this evaluation takes place, describing and analyzing it, questioning if and how guides offer by town educational department are applied into the evaluation, and also which conceptions about evaluation and intellectual disability are shown. The present work is methodological and theoretically base in Cultural Historical Psychology (and Vigotski?s ideas) about human social development and especial education. The field work and analysis applied here highlight the work of Freitas in view of qualitative research under Vigotski and Bakhtin theories, emphasizing dialogical and enunciative approach of language. Brazilians researchers? contribution to educational evaluation field and especial education are also considered, specifically the history of disabilities persons educational in relation within ways to see disabilities. This research was development using group interviews, each group being compose of six specialist teachers in charge of evaluating children and select them to attend or not especial educational support, also municipal documents / guides were studied. The analysis was built from teachers? speeches in relation with documents and allows us to see that existent guides are not enough to change the definitions used to choose the participant children and that to do so many difficulties are faced. Those difficulties are connected to the way guides and official documents are elaborated; and to the relationship between standard education programs and especial education; also to conceptions of evaluation and intellectual disabilities, problems that interfere in forming good relations with those students and restrict possibilities of transformation by school practices.
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    Efeitos do programa de promoção da saúde baseada em mindfulness (PSBM) na qualidade de vida de familiares cuidadoras de pessoas com deficiência intelectual: estudo controlado e randomizado
    (Universidade Federal de São Paulo (UNIFESP), 2019) Oliveira, Letícia Souza [UNIFESP]; Demarzo, Marcelo Marcos Piva [UNIFESP]; http://lattes.cnpq.br/9242996936416312; http://lattes.cnpq.br/9145062417049299; Universidade Federal de São Paulo (UNIFESP)
    Family caregivers are described in the literature as a population vulnerable to high levels of stress and impaired quality of life. As an example, we selected to compose the sample of this research, relatives of people with moderate intellectual disability (ID). Thinking of techniques that could contribute to a better quality of life of these families, we associate mindfulness, which has extensive studies proving decreased stress and increased quality of life in various populations, to family caregivers of people with ID. As no studies conducted in Brazil relating these two themes were found so far, the results collaborate with the scientific expansion. Objective: To analyze the effects of the Mindfulness Based Health Promotion (PSBM) program on the quality of life of relatives of people with ID. Method: Pragmatic randomized controlled trial that adapted to institutional conditions. Caregivers of 164 caregivers with moderate intellectual disabilities, adolescents and adults, from the APAE Rehabilitation Service of São Paulo were invited to participate and randomly divided into two groups, mindfulness intervention and active control with Problem Solving Training. The groups took place simultaneously, lasted 8 meetings and was held in waiting room time. The primary outcome was the quality of life and the secondary outcome was the caregiver burden. As explanatory variables were considered anxiety, depression, functionality and level of attention to the present moment (mindfulness). We conducted before and immediately after programs, focus group, sociodemographic questionnaire, World Health Organization Quality of Life instrument (WHOQOL-bref), Informal Caregiver Overload Assessment Questionnaire, World Health Organization Disability Assessment Schedule (WHODAS 2.0), Hospital Anxiety and Depression Scale HADS, Mindful Attention Awareness Scale, Semi-structured Qualitative Analysis Questionnaire. There was no follow up. Results: Most participants were mothers (94%), with an average age of 56 years and son of 24 years, on average. More than half of the caregivers were relatives of patients with moderate ID Down syndrome (55%). A delta analysis, without comparing the media difference (Δ) of the variations applied before and after the intervention, confirmed improvements in caregiver burden of 0.0039 in the overall index and 0.0253 in 'personal life implications', sub-item of this. same scale. Improvement of anxiety variables, functionality and level of attention to the moment were considered explanatory for this result, according to linear regression analysis. The number needed to treat informal caregiver burden was calculated at 3. According to a qualitative analysis, mindfulness used as a tool to cope with the demands, the caregivers' dangerous self-efficacy in the individual, while the control group strengthened the group's sentiment. Conclusion: the intervention was effective to reduce caregiver burden and the control group did not achieve statistically used results in the delta statistical analysis. The intervention acted to increase the individual self-efficacy of the caregivers, while the control group showed a strengthening of the group feeling.