cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14283785
title: Attitudes Towards People with Disabilities: a Systematic Literature Review

description: ABSTRACT: The investigation area of accessible tourism (AT) has a growing trend. However, most studies focus on physical accessibility, and only a few analyse the attitudes of students and professionals in this sector towards people with disabilities (PwD). This review aims to analyse the work carried out in other scientific areas on attitudes towards PwD. It is intended to map methodologies, measurement instruments and main variables and factors related with attitudes, to promote their inclusion in society. Research was carried out at Scopus and 492 records were obtained. Of these, 96 articles were selected for analysis. Results show that the assessment of attitudes towards PwD is a topic of great relevance in several scientific areas. Studies use several instruments to measure these attitudes. Previous experiences, quality, and frequency of contact with PwD and knowledge about disability have an influence on attitudes. However, results differ in the influence of the sociodemographic profile on attitudes towards PwD. There is a trend towards the use of quantitative methodologies, using the questionnaire as a tool for data collection. The article ends by identifying areas of research relevant to the increasing knowledge of the factors that influence these attitudes and, consequently, to the development of AT.
DOI: 10.6084/m9.figshare.14283783
title: Fundamentals of Universal Design for Learning from an International Perspective

description: ABSTRACT: The present study was carried out in the frame of the educational field, specifically in the area ofinclusive education, going deeper into the Universal Design for Learning (UDL). UDL is conceived as a theoretical and practical approach that acts as an effective tool to achieve quality education and equity within the educational inclusion movement. The objective of this study is to analyze the presence of the fundamentals of UDL (education law; diversity; Universal Design; flexible curriculum; equal opportunities; neuroscience and information and communication technologies) in documents published by international organizations with competence in education and global impact. The research methodology is of a qualitative nature and uses documentary analysis. The categories of analysis correspond to the seven fundamentals of UDL. The documentary sources of the study were mainly the web pages of international organizations and the UNESDOC database, obtaining a definitive sample of eleven documents belonging to the gray literature. After the document review, the results showed that not all documents under study include the categories of analysis in their content. In summary, there are gaps in the presence of the seven fundamentals of UDL in the published documents analyzed, which is why a new international treatment of the UDL is needed to promote an inclusive and quality education that meets and respects individual differences within the teaching-learning process.
DOI: 10.6084/m9.figshare.14283783.v1
title: Fundamentals of Universal Design for Learning from an International Perspective

description: ABSTRACT: The present study was carried out in the frame of the educational field, specifically in the area ofinclusive education, going deeper into the Universal Design for Learning (UDL). UDL is conceived as a theoretical and practical approach that acts as an effective tool to achieve quality education and equity within the educational inclusion movement. The objective of this study is to analyze the presence of the fundamentals of UDL (education law; diversity; Universal Design; flexible curriculum; equal opportunities; neuroscience and information and communication technologies) in documents published by international organizations with competence in education and global impact. The research methodology is of a qualitative nature and uses documentary analysis. The categories of analysis correspond to the seven fundamentals of UDL. The documentary sources of the study were mainly the web pages of international organizations and the UNESDOC database, obtaining a definitive sample of eleven documents belonging to the gray literature. After the document review, the results showed that not all documents under study include the categories of analysis in their content. In summary, there are gaps in the presence of the seven fundamentals of UDL in the published documents analyzed, which is why a new international treatment of the UDL is needed to promote an inclusive and quality education that meets and respects individual differences within the teaching-learning process.
DOI: 10.6084/m9.figshare.14283785.v1
title: Attitudes Towards People with Disabilities: a Systematic Literature Review

description: ABSTRACT: The investigation area of accessible tourism (AT) has a growing trend. However, most studies focus on physical accessibility, and only a few analyse the attitudes of students and professionals in this sector towards people with disabilities (PwD). This review aims to analyse the work carried out in other scientific areas on attitudes towards PwD. It is intended to map methodologies, measurement instruments and main variables and factors related with attitudes, to promote their inclusion in society. Research was carried out at Scopus and 492 records were obtained. Of these, 96 articles were selected for analysis. Results show that the assessment of attitudes towards PwD is a topic of great relevance in several scientific areas. Studies use several instruments to measure these attitudes. Previous experiences, quality, and frequency of contact with PwD and knowledge about disability have an influence on attitudes. However, results differ in the influence of the sociodemographic profile on attitudes towards PwD. There is a trend towards the use of quantitative methodologies, using the questionnaire as a tool for data collection. The article ends by identifying areas of research relevant to the increasing knowledge of the factors that influence these attitudes and, consequently, to the development of AT.
DOI: 10.22008/fk2/oiajvo/ryn5zh
title: grain_diameter.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.14283791
title: Narratives of Women with Visual Disability

description: ABSTRACT: This study aimed to know the life trajectory of women with visual impairment, in relation to accessibility and social inclusion processes. Being an inclusive society imposes great challenges, especially in the specific context of being a woman with visual impairment in times of a neoliberal logic that diffuses the narrative of competitiveness and individual merit. The research problem was: How do women with visual impairment narrate their life trajectories in relation to processes of accessibility and social inclusion? The study was supported by theoretical references on the understanding of the historical process of exclusion/inclusion of people with disabilities, specifically blind or low vision women. The research locus was the Association for the Visually Impaired of Western Santa Catarina (Associação de Deficientes Visuais do Oeste de Santa Catarina - ADEVOSC), located in the city of Chapecó, Santa Catarina, Brazil, and through recorded and transcribed narrative interviews, eight women with visual impairment were approached. The narratives were organized into thematic clusters considering recurrence and relevance and examined based on discourse analysis with foucaultian references, especially from the notions of subjectivity and power. The study shows that disability is not only in the human being who has it, but also in the social contexts that segregate, regulate and normalize it; in the lack of accessibility; in the limited access to assistive technologies. In addition, this study also shows that the coexistence of visually impaired women in ADEVOSC strengthens them as a group and generates a sense of belonging.
DOI: 10.6084/m9.figshare.14283794
title: Specialized Educational Service at the Federal Institutes: Reflections on The Performance of the Special Education Teacher

description: ABSTRACT: The Federal Institutes of Education aim to promote the development of actions that guarantee the social inclusion of people with disabilities and social vulnerability. Hence, the enrollment of the Target Students of Special Education proposed new challenges, both in High School Education and in technical and technological education. Thus, this paper aimed to discuss the performance of the Special Education teacher in the educational context of the Federal Institutes. As specific objectives, it was pointed out: to analyze normative documents that dealt with the performance of this teacher in Technical and Technology-focused High School and reflect on the performance of the Special Education teacher, in order to draw a parallel between a case study and the existing normative documents. It is a documentary research, with a qualitative approach. The normative documents referring to the role of Special Education were raised and reports were analyzed that portrayed the performance of a Special Education teacher on one of the campuses of the Federal Institute of Bahia, Brazil. The results showed that the Specialized Educational Service and the Special Educator guarantee is provided for Basic Education, however, this is the reality of a small number of Federal Institutes. The relevance of specialized work for the schooling of the Target Students of Special Education and the partnership with other professionals in supporting students with specific needs was highlighted. It was concluded that the presence of the Special Education professional is indispensable in the construction of joint actions in the short, medium and long term that enable participation and learning by the Target Students of Special Education.
DOI: 10.6084/m9.figshare.14283794.v1
title: Specialized Educational Service at the Federal Institutes: Reflections on The Performance of the Special Education Teacher

description: ABSTRACT: The Federal Institutes of Education aim to promote the development of actions that guarantee the social inclusion of people with disabilities and social vulnerability. Hence, the enrollment of the Target Students of Special Education proposed new challenges, both in High School Education and in technical and technological education. Thus, this paper aimed to discuss the performance of the Special Education teacher in the educational context of the Federal Institutes. As specific objectives, it was pointed out: to analyze normative documents that dealt with the performance of this teacher in Technical and Technology-focused High School and reflect on the performance of the Special Education teacher, in order to draw a parallel between a case study and the existing normative documents. It is a documentary research, with a qualitative approach. The normative documents referring to the role of Special Education were raised and reports were analyzed that portrayed the performance of a Special Education teacher on one of the campuses of the Federal Institute of Bahia, Brazil. The results showed that the Specialized Educational Service and the Special Educator guarantee is provided for Basic Education, however, this is the reality of a small number of Federal Institutes. The relevance of specialized work for the schooling of the Target Students of Special Education and the partnership with other professionals in supporting students with specific needs was highlighted. It was concluded that the presence of the Special Education professional is indispensable in the construction of joint actions in the short, medium and long term that enable participation and learning by the Target Students of Special Education.
DOI: 10.6084/m9.figshare.14283795
title: The Preparation of School Teachers to Stimulate the Socialization of Students with Autism in Conditions of Inclusion

description: ABSTRACT: Basic Education teachers have expressed concern about the inclusion of learners with Autism Spectrum Disorder, due to children’s lack of social skills, stereotypical behaviors, and restricted interests. The objective of this study was to describe and compare the current state of preparation of Elementary School teachers to stimulate the socialization of students with Autism Spectrum Disorder in inclusive schools. In the light of a quantitative methodology, a descriptive-comparative cross-sectional study was carried out. Seventy-four teachers (52 women and 22 men) in charge of fulfilling the teaching-educational role of attending to students with Autism Spectrum Disorder in conditions of inclusion in a Western province of Cuba were studied. The age ranged from 22 to 57 years. A previously validated questionnaire and Observation Sheet were applied to measure teachers’ theoretical-methodological and practical preparation. The results show that teachers have difficulties in stimulating the socialization of learners with autism in inclusive schools. Likewise, the academic degree, the experience in inclusive educational spaces and the disciplinary area turned out to be sociodemographic variables that determine the preparation of the teachers to fulfill this educational task. These results provide key information to design strategies and action plans, both in initial training and in daily practice, in order to enhance the theoretical and practical skills of teachers who take on this challenge.
DOI: 10.6084/m9.figshare.14283795.v1
title: The Preparation of School Teachers to Stimulate the Socialization of Students with Autism in Conditions of Inclusion

description: ABSTRACT: Basic Education teachers have expressed concern about the inclusion of learners with Autism Spectrum Disorder, due to children’s lack of social skills, stereotypical behaviors, and restricted interests. The objective of this study was to describe and compare the current state of preparation of Elementary School teachers to stimulate the socialization of students with Autism Spectrum Disorder in inclusive schools. In the light of a quantitative methodology, a descriptive-comparative cross-sectional study was carried out. Seventy-four teachers (52 women and 22 men) in charge of fulfilling the teaching-educational role of attending to students with Autism Spectrum Disorder in conditions of inclusion in a Western province of Cuba were studied. The age ranged from 22 to 57 years. A previously validated questionnaire and Observation Sheet were applied to measure teachers’ theoretical-methodological and practical preparation. The results show that teachers have difficulties in stimulating the socialization of learners with autism in inclusive schools. Likewise, the academic degree, the experience in inclusive educational spaces and the disciplinary area turned out to be sociodemographic variables that determine the preparation of the teachers to fulfill this educational task. These results provide key information to design strategies and action plans, both in initial training and in daily practice, in order to enhance the theoretical and practical skills of teachers who take on this challenge.
DOI: 10.6084/m9.figshare.14283798.v1
title: Linguistic Accessibility for Deaf People in Higher Education: Reflections about the Brazilian Sign Language/Portuguese Language Undergraduate Course of the Federal University of Rio Grande do Norte

description: ABSTRACT: This work aimed to know which actions concerning the linguistic accessibility for deaf people have been implemented by the Brazilian Sign Language/Portuguese Language Undergraduate Course (Curso de Letras Libras/ Língua Portuguesa - CLLLP) of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte - UFRN). The construction of this study was based on data elaborated during the Master’s research entitled ‘Deaf Students in Higher Education: reflections on the inclusion in the Brazilian Sign Language/Portuguese Language Undergraduate Course at UFRN’. More specifically, we endeavor to glance at the "linguistic accessibility" category that was built from an interview in Brazilian Sign Language with seven deaf students from the course. To this end, we interweave actions aimed at the linguistic accessibility of the deaf involving the CLLLP course with the speeches of these subjects. In this way, we guide our theoretical discussions considering the historical roots of the Deaf Education, Deaf Studies, Linguistic Policies and Cultural Studies. Finally, we observed the importance of considering the feedback of the deaf about the actions promoted by CLLLP to provide opportunities for the deaf person’s linguistic rights to be implemented in all spaces of the university. And, still, the need for a constant reflection movement to generate institutional strategies that contribute to face the challenges of implementing linguistic accessibility and, therefore, ensure the access and permanence with quality of the Deaf in Higher Education.
DOI: 10.6084/m9.figshare.14283798
title: Linguistic Accessibility for Deaf People in Higher Education: Reflections about the Brazilian Sign Language/Portuguese Language Undergraduate Course of the Federal University of Rio Grande do Norte

description: ABSTRACT: This work aimed to know which actions concerning the linguistic accessibility for deaf people have been implemented by the Brazilian Sign Language/Portuguese Language Undergraduate Course (Curso de Letras Libras/ Língua Portuguesa - CLLLP) of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte - UFRN). The construction of this study was based on data elaborated during the Master’s research entitled ‘Deaf Students in Higher Education: reflections on the inclusion in the Brazilian Sign Language/Portuguese Language Undergraduate Course at UFRN’. More specifically, we endeavor to glance at the "linguistic accessibility" category that was built from an interview in Brazilian Sign Language with seven deaf students from the course. To this end, we interweave actions aimed at the linguistic accessibility of the deaf involving the CLLLP course with the speeches of these subjects. In this way, we guide our theoretical discussions considering the historical roots of the Deaf Education, Deaf Studies, Linguistic Policies and Cultural Studies. Finally, we observed the importance of considering the feedback of the deaf about the actions promoted by CLLLP to provide opportunities for the deaf person’s linguistic rights to be implemented in all spaces of the university. And, still, the need for a constant reflection movement to generate institutional strategies that contribute to face the challenges of implementing linguistic accessibility and, therefore, ensure the access and permanence with quality of the Deaf in Higher Education.
DOI: 10.6084/m9.figshare.14283799
title: The Academic Field of Special Education in Brazil

description: ABSTRACT: The objective of this work was to analyze the emergency and the development of the academic field of Special Education in Brazil. Through a qualitative research, of bibliographic and documentary type, two sets of data were collected: historical data and academic goods, allowing to structure the institutionalization of the academic field of Special Education in three distinct moments: a) Antecedent elements (from 1789 to 1962); b) Constituent elements (from 1962 to 1989); and c) Expansion of the academic field (since 1990). A relational analysis of the data indicates that Special Education is constituted as a broad and expanding academic field, but restricted to the size of the country. The characterization of Special Education as academic field made the systematization of a set of institutionalization bodies responsible for the production and dissemination of diverse academic goods that contribute significantly to its consolidation process possible. It is expected that agents in the academic field will act in the fight against invisibility and historical contempt for people with disabilities, for a Special Inclusive Education within the scope of a free quality public education.
DOI: 10.22008/fk2/oiajvo/sl5qts
title: r0.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.14283800.v1
title: Agronomic characters and disease management in second season corn using calcium, copper, manganese and zinc products

description: ABSTRACT Corn is a cereal whose productivity can be reduced by various diseases which has recommended treatments for control. The objective of this study was to analyze copper, zinc, calcium and manganese products for the management of Pantoea ananatis, Puccinia polysora and Cercospora zeae maydis in second season corn, and interference in agronomic characteristics. Commercial products made of amino acid chelated with 15% calcium, 5% copper, 15% manganese and 10% zinc, at the doses of 0.5 kg ha-1, 0.3 L ha-1, 0.4 kg ha-1 and 1 L ha-1, respectively, a treatment with fungicide (20% azoxystrobin and 8% cyproconazole at 0.3 L ha-1 + 25% propiconazole at 0.4 L ha-1), and a treatment with water were assayed. The experiments were carried out under field conditions for two consecutive years and in two simple hybrids, in soil supplemented with nutrients based on the chemical analysis. The plant height, stem diameter, number of rows per spike, number of grains per row of spike, productivity and mass of one thousand grains were evaluated. Disease severity was assessed with diagrammatic scales and calculated the area under the disease progress curves. In both years, there was no significant effect of chelates for agronomic traits and diseases severity. It is concluded that chelate-based calcium, copper, manganese and zinc products have no influence on agronomic characteristics and severity of the diseases evaluated in second season corn for those edaphoclimatic conditions.
DOI: 10.6084/m9.figshare.14283800
title: Agronomic characters and disease management in second season corn using calcium, copper, manganese and zinc products

description: ABSTRACT Corn is a cereal whose productivity can be reduced by various diseases which has recommended treatments for control. The objective of this study was to analyze copper, zinc, calcium and manganese products for the management of Pantoea ananatis, Puccinia polysora and Cercospora zeae maydis in second season corn, and interference in agronomic characteristics. Commercial products made of amino acid chelated with 15% calcium, 5% copper, 15% manganese and 10% zinc, at the doses of 0.5 kg ha-1, 0.3 L ha-1, 0.4 kg ha-1 and 1 L ha-1, respectively, a treatment with fungicide (20% azoxystrobin and 8% cyproconazole at 0.3 L ha-1 + 25% propiconazole at 0.4 L ha-1), and a treatment with water were assayed. The experiments were carried out under field conditions for two consecutive years and in two simple hybrids, in soil supplemented with nutrients based on the chemical analysis. The plant height, stem diameter, number of rows per spike, number of grains per row of spike, productivity and mass of one thousand grains were evaluated. Disease severity was assessed with diagrammatic scales and calculated the area under the disease progress curves. In both years, there was no significant effect of chelates for agronomic traits and diseases severity. It is concluded that chelate-based calcium, copper, manganese and zinc products have no influence on agronomic characteristics and severity of the diseases evaluated in second season corn for those edaphoclimatic conditions.