cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14283740
title: Students with Disabilities at the Federal University of Pará: Difficulties and Suggestions for Improvement

description: ABSTRACT This study identified the socioeconomic and academic characteristics of students with disabilities at the Federal University of Pará, their difficulties and suggestions for improving accessibility. Fifty students answered the socioeconomic questionnaire and were analyzed through descriptive statistics. The offer of quotas, the academic support at the National High School Exam (Exame Nacional de Ensino Médio - ENEM) and the non-dropout and repetition were facilitating actions that contributed to the permanence of these students in the Campus. The Federal University of Pará needs to invest in research, monitoring and extension, planning financial support actions aimed at meeting the physical and material needs and improving the conditions of architectural accessibility. Appropriate knowledge can sponsor the planning of affirmative actions that favors the inclusion and well-being of these students.
DOI: 10.6084/m9.figshare.14283740.v1
title: Students with Disabilities at the Federal University of Pará: Difficulties and Suggestions for Improvement

description: ABSTRACT This study identified the socioeconomic and academic characteristics of students with disabilities at the Federal University of Pará, their difficulties and suggestions for improving accessibility. Fifty students answered the socioeconomic questionnaire and were analyzed through descriptive statistics. The offer of quotas, the academic support at the National High School Exam (Exame Nacional de Ensino Médio - ENEM) and the non-dropout and repetition were facilitating actions that contributed to the permanence of these students in the Campus. The Federal University of Pará needs to invest in research, monitoring and extension, planning financial support actions aimed at meeting the physical and material needs and improving the conditions of architectural accessibility. Appropriate knowledge can sponsor the planning of affirmative actions that favors the inclusion and well-being of these students.
DOI: 10.6084/m9.figshare.14283746.v1
title: Inclusive Special Education in a Context of Cultural and Linguistic Diversity: Pedagogical Practices and Challenges for Teachers in Schools on the Borders

description: ABSTRACT This paper describes the perceptions of teachers in schools located near the border range between Ponta Porã, in Brazil, and Pedro Juan Caballero, in Paraguay, about their training and its pedagogical practices with the target students of Special Education, from the perspective of school inclusion, in a scenario of cultural and linguistic diversity. A qualitative research was carried out with five teachers from two municipal public schools, who responded to a semi-structured interview. The results point to advances, such as the production of teaching materials by the teachers, considering the cultural and linguistic diversity of Paraguayan students, whose mother tongues are Guarani and/or Spanish. However, the teachers also mentioned challenges due to language barriers, which can lead students to a secondary disability. Future research may expand these findings by investigating the reality and daily lives of students in the classroom environment, as well as the relationship between the family of Paraguayan students and the school.
DOI: 10.6084/m9.figshare.14283741.v1
title: Functional Diagnosis as a Strategy for Implementing Inclusive Education in Poland1

description: ABSTRACT: The 25th anniversary of the Salamanca Statement is a good opportunity to summarize to what extent the challenges described in it have been implemented by the signatory countries, all of which are members of UNESCO. This article presents a balance of achievements in implementing inclusive education in Poland, as well as a catalog of challenges for the future. Although the commitments to provide inclusive education for children and young people with special educational needs (SEN) arise from the UN Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2006), which have both been ratified by Poland, systematic work on the implementation began only in 2010. The key measure was the Regulation of the Ministry of National Education on the principles of planning and organization of psychological and pedagogical support for pupils with SEN. Currently, in cooperation with the European Agency for Special Needs and Inclusive Education intensive work is underway to create a coherent system for recognizing the needs and possibilities of children and adolescents based on the functional diagnosis model. Therefore, this article presents the assumptions of this model with reference to the implemented or planned changes to the educational law.
DOI: 10.6084/m9.figshare.14283744
title: Implementation of PECS Associated with Point-Of-View Video Modeling in Early Childhood Education for Children with Autism

description: ABSTRACT This study aimed to analyze the effects of the Picture Exchange Communication System (PECS) associated to Point-of-view Video Modeling (POVM) in communicative skills of three children diagnosed with Autistic Spectrum Disorder (ASD) and Complex Communication Needs. The experimental design of multiple probe combined with the design the alternate treatments was used, being PECS associated to POVM the independent variable and the communication skills were the dependent variables. Data were analyzed considering aspects such as: the percentage of non-overlapping, participants’ performance percentage of correct responses and Likert scale data on social validity. The results showed that from the beginning of the intervention, the data levels and trends changed, all the participants obtained the criterion, reaching 100% non-overlapping. In all phases of PECS associated to POVM the participants had an average percentage above 90%. The study was considered by those responsible for the child, the trainees and the teachers. It was concluded that the participants with ASD indicated a change after the intervention, when comparing baseline condition with intervention and follow-up, demonstrating a possibility in Augmentative and Alternative Communication for children with ASD.
DOI: 10.6084/m9.figshare.14283746
title: Inclusive Special Education in a Context of Cultural and Linguistic Diversity: Pedagogical Practices and Challenges for Teachers in Schools on the Borders

description: ABSTRACT This paper describes the perceptions of teachers in schools located near the border range between Ponta Porã, in Brazil, and Pedro Juan Caballero, in Paraguay, about their training and its pedagogical practices with the target students of Special Education, from the perspective of school inclusion, in a scenario of cultural and linguistic diversity. A qualitative research was carried out with five teachers from two municipal public schools, who responded to a semi-structured interview. The results point to advances, such as the production of teaching materials by the teachers, considering the cultural and linguistic diversity of Paraguayan students, whose mother tongues are Guarani and/or Spanish. However, the teachers also mentioned challenges due to language barriers, which can lead students to a secondary disability. Future research may expand these findings by investigating the reality and daily lives of students in the classroom environment, as well as the relationship between the family of Paraguayan students and the school.
DOI: 10.6084/m9.figshare.14283744.v1
title: Implementation of PECS Associated with Point-Of-View Video Modeling in Early Childhood Education for Children with Autism

description: ABSTRACT This study aimed to analyze the effects of the Picture Exchange Communication System (PECS) associated to Point-of-view Video Modeling (POVM) in communicative skills of three children diagnosed with Autistic Spectrum Disorder (ASD) and Complex Communication Needs. The experimental design of multiple probe combined with the design the alternate treatments was used, being PECS associated to POVM the independent variable and the communication skills were the dependent variables. Data were analyzed considering aspects such as: the percentage of non-overlapping, participants’ performance percentage of correct responses and Likert scale data on social validity. The results showed that from the beginning of the intervention, the data levels and trends changed, all the participants obtained the criterion, reaching 100% non-overlapping. In all phases of PECS associated to POVM the participants had an average percentage above 90%. The study was considered by those responsible for the child, the trainees and the teachers. It was concluded that the participants with ASD indicated a change after the intervention, when comparing baseline condition with intervention and follow-up, demonstrating a possibility in Augmentative and Alternative Communication for children with ASD.
DOI: 10.6084/m9.figshare.14283747
title: Developmental Motor Scale: Adaptation for Children with Low Vision from 7 to 10 Years Old

description: ABSTRACT Low vision is a type of visual impairment that can influence the child’s functionality and cause important changes in the acquisition of motor skills during childhood. The objective of this paper was to evaluate the reliability aspects in the adaptation of the Developmental Motor Scale (PDMS) for children with low vision, from 7 to 10 years of age. Twenty-two children with low vision (± 9.12 years) participated in the study. The scale was adapted in four stages. To analyze the agreement between the judges’ answers, the agreement index (≥ 80%) was used, and for the reliability of the adaptations the inter-rater and retest analysis was used (Intraclass Correlation Coefficient). The results showed that the agreement rate between the judges was ≥80% in the second round of adaptations, which showed excellent reliability in the inter-rater analysis (ICC≥1,000) and in the retest test (ICC≥0,990) for the motor age, and excellent inter-rater reliability (ICC≥1,000) and in the retest test (ICC≥0.997) for the motor quotient. The PDMS was adapted and presented good methodological reliability. Thus, its adaptation will allow the correct use of the instrument in children with low vision, determining the most accurate functional/motor diagnosis of motor alterations in this population.
DOI: 10.6084/m9.figshare.14283747.v1
title: Developmental Motor Scale: Adaptation for Children with Low Vision from 7 to 10 Years Old

description: ABSTRACT Low vision is a type of visual impairment that can influence the child’s functionality and cause important changes in the acquisition of motor skills during childhood. The objective of this paper was to evaluate the reliability aspects in the adaptation of the Developmental Motor Scale (PDMS) for children with low vision, from 7 to 10 years of age. Twenty-two children with low vision (± 9.12 years) participated in the study. The scale was adapted in four stages. To analyze the agreement between the judges’ answers, the agreement index (≥ 80%) was used, and for the reliability of the adaptations the inter-rater and retest analysis was used (Intraclass Correlation Coefficient). The results showed that the agreement rate between the judges was ≥80% in the second round of adaptations, which showed excellent reliability in the inter-rater analysis (ICC≥1,000) and in the retest test (ICC≥0,990) for the motor age, and excellent inter-rater reliability (ICC≥1,000) and in the retest test (ICC≥0.997) for the motor quotient. The PDMS was adapted and presented good methodological reliability. Thus, its adaptation will allow the correct use of the instrument in children with low vision, determining the most accurate functional/motor diagnosis of motor alterations in this population.
DOI: 10.6084/m9.figshare.14283748
title: Analysis of Strategies Employed in a Phonological Intervention Program for Hard of Hearing Children1

description: ABSTRACT: Phonological intervention programs for hard of hearing children has been studied worldwide, given their proven benefits for literacy development. However, in Brazil, there is no reference to the evaluation of these programs for hearing impaired children inserted in auditory (re)habilitation services. The objective of this research was to analyze the strategies employed in a phonological intervention program for hard of hearing children. This is an exploratory study, from a documentary, longitudinal source with a qualitative approach, carried out from the intervention with 11 hearing impaired children and three educators who followed the group intervention. Eighty session plans and 80 observation sheets of the educators were analyzed, as well as the description of the results of the focus group carried out with the educators at the end of the intervention. It was observed the need for adaptations regarding the instructions, strategies and materials used, in this order of frequency, as well as the use of communication strategies and specific techniques to optimize children’s understanding and execution of the activities. It was concluded that the phonological intervention program for children with hearing impairment needed adaptations and the importance of training professionals in specialized therapy services for this performance is highlighted.
DOI: 10.6084/m9.figshare.14283749
title: Knowledge Network and Special Education: a Systematic Literature Review

description: ABSTRACT: In this paper, the objective was to identify the existing knowledge network in the Revista Brasileira de Educação Especial (Brazilian Journal of Special Education) through the description of the relational pattern and some network metrics. The study consisted of a review with peculiar characteristics to the systematic review: the knowledge network analysis through keywords and graph theory. The search for papers took place in the aforementioned journal, reaching publications from 1992 to 2017. Three hundred and one papers and six hundred and fifteen different keywords were found. It was concluded that the knowledge network presents low density and high clustering index and that the keywords with higher degree and intermediation centrality were Special Education, Inclusive Education and Inclusion.
DOI: 10.6084/m9.figshare.14283748.v1
title: Analysis of Strategies Employed in a Phonological Intervention Program for Hard of Hearing Children1

description: ABSTRACT: Phonological intervention programs for hard of hearing children has been studied worldwide, given their proven benefits for literacy development. However, in Brazil, there is no reference to the evaluation of these programs for hearing impaired children inserted in auditory (re)habilitation services. The objective of this research was to analyze the strategies employed in a phonological intervention program for hard of hearing children. This is an exploratory study, from a documentary, longitudinal source with a qualitative approach, carried out from the intervention with 11 hearing impaired children and three educators who followed the group intervention. Eighty session plans and 80 observation sheets of the educators were analyzed, as well as the description of the results of the focus group carried out with the educators at the end of the intervention. It was observed the need for adaptations regarding the instructions, strategies and materials used, in this order of frequency, as well as the use of communication strategies and specific techniques to optimize children’s understanding and execution of the activities. It was concluded that the phonological intervention program for children with hearing impairment needed adaptations and the importance of training professionals in specialized therapy services for this performance is highlighted.
DOI: 10.6084/m9.figshare.14283749.v1
title: Knowledge Network and Special Education: a Systematic Literature Review

description: ABSTRACT: In this paper, the objective was to identify the existing knowledge network in the Revista Brasileira de Educação Especial (Brazilian Journal of Special Education) through the description of the relational pattern and some network metrics. The study consisted of a review with peculiar characteristics to the systematic review: the knowledge network analysis through keywords and graph theory. The search for papers took place in the aforementioned journal, reaching publications from 1992 to 2017. Three hundred and one papers and six hundred and fifteen different keywords were found. It was concluded that the knowledge network presents low density and high clustering index and that the keywords with higher degree and intermediation centrality were Special Education, Inclusive Education and Inclusion.
DOI: 10.6084/m9.figshare.14283750
title: The Transition Into Adult Life Questionnaire of Students With Special Educational Needs - Training Paths in the Portuguese Educational System: Construction and Validation

description: ABSTRACT The transition into adult life (TAL) is an emerging theme in educational research and practice, with few responses to societal challenges arising from the relationship between academic curriculum and the labor market. The evaluation of its quality lacks instruments. Therefore, the aim of this paper was to describe the construction of the TAL questionnaire - training paths built for the purpose to analyze its psychometric properties. The questionnaire was administered at national level to 616 professionals in five dimensions: TAL; Adequations in the Learning Process; Training Paths - Education and Training Courses (ETC); Training Paths - Individual Transition Plan (ITP); TAL in relation to the Labor Market. Reliability for internal consistency has a total Cronbach’s alpha of .94. Exploratory factor analysis demonstrated the suitability of the model, explaining 44.02% of the total variance. The questionnaire seems to be a valid tool for collecting information about TAL, and students’ career prospects. The school does not seem to have the ideal conditions, and a greater articulation with the companies is essential. The need for more specialized resources training required the construction of an organizational model, supported by the articulation and complementarity in the process, role and responsibilities of the intervening actors.
DOI: 10.6084/m9.figshare.14283750.v1
title: The Transition Into Adult Life Questionnaire of Students With Special Educational Needs - Training Paths in the Portuguese Educational System: Construction and Validation

description: ABSTRACT The transition into adult life (TAL) is an emerging theme in educational research and practice, with few responses to societal challenges arising from the relationship between academic curriculum and the labor market. The evaluation of its quality lacks instruments. Therefore, the aim of this paper was to describe the construction of the TAL questionnaire - training paths built for the purpose to analyze its psychometric properties. The questionnaire was administered at national level to 616 professionals in five dimensions: TAL; Adequations in the Learning Process; Training Paths - Education and Training Courses (ETC); Training Paths - Individual Transition Plan (ITP); TAL in relation to the Labor Market. Reliability for internal consistency has a total Cronbach’s alpha of .94. Exploratory factor analysis demonstrated the suitability of the model, explaining 44.02% of the total variance. The questionnaire seems to be a valid tool for collecting information about TAL, and students’ career prospects. The school does not seem to have the ideal conditions, and a greater articulation with the companies is essential. The need for more specialized resources training required the construction of an organizational model, supported by the articulation and complementarity in the process, role and responsibilities of the intervening actors.
DOI: 10.6084/m9.figshare.14283753
title: A Portuguese Version of the Sensory Processing Measure for Preschool: Analysis of the Internal Consistency and Homogeneity of the Items of School Form

description: ABSTRACT: Over the past several years, a wide range of estimates of the prevalence of sensory processing disorders has emerged in the literature. The assessment of these difficulties should be part of the competence of professionals working with children with these kinds of needs through validated instruments. This study examined the internal consistency and items homogeneity of a Portuguese language version of the Sensory Processing Measure-Preschool (SPM-P). One hundred typically developing children aged between 2 and 5 years were recruited at Nursery Schools and assessed using the SPM-P to determine its reliability and validity. Pearson correlation (item homogeneity) and Cronbach’s alpha (internal consistency) determined the exclusion of 4 items. Cronbach’s alpha values for the different dimensions (“Social Participation”, “Vision”, “Hearing”, “Touch”, “Body Awareness”, “Balance and Motion”, “Planning and Ideas”) ranged from 0.742 (“Vision” and “Touch”) and 0.908 (“Body Awareness”). The findings of this study showed that the SPM-P is a valid and reliable tool in screening for sensory processing difficulties in Portuguese preschool children aged between 2 and 5 years in a nursery school setting.
DOI: 10.6084/m9.figshare.14283753.v1
title: A Portuguese Version of the Sensory Processing Measure for Preschool: Analysis of the Internal Consistency and Homogeneity of the Items of School Form

description: ABSTRACT: Over the past several years, a wide range of estimates of the prevalence of sensory processing disorders has emerged in the literature. The assessment of these difficulties should be part of the competence of professionals working with children with these kinds of needs through validated instruments. This study examined the internal consistency and items homogeneity of a Portuguese language version of the Sensory Processing Measure-Preschool (SPM-P). One hundred typically developing children aged between 2 and 5 years were recruited at Nursery Schools and assessed using the SPM-P to determine its reliability and validity. Pearson correlation (item homogeneity) and Cronbach’s alpha (internal consistency) determined the exclusion of 4 items. Cronbach’s alpha values for the different dimensions (“Social Participation”, “Vision”, “Hearing”, “Touch”, “Body Awareness”, “Balance and Motion”, “Planning and Ideas”) ranged from 0.742 (“Vision” and “Touch”) and 0.908 (“Body Awareness”). The findings of this study showed that the SPM-P is a valid and reliable tool in screening for sensory processing difficulties in Portuguese preschool children aged between 2 and 5 years in a nursery school setting.