Procedimentos e recursos de ensino para o aluno com deficiência: o que tem sido disseminado nos trabalhos do GT 15 da ANPED sobre estes temas? Teaching procedures and resources for students with disabilities: what has been presented by anped special education work group on these subjects?

dc.creator	Leila Regina d'Oliveira de Paula Nunes
dc.creator	Patrícia Braun
dc.creator	Cátia Crivelenti de Figueiredo Walter
dc.date	2011-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:01Z
dc.date.available	2015-07-20T22:08:01Z
dc.identifier	10.1590/S1413-65382011000400004
dc.identifier	1413-6538
dc.identifier	1980-5470
dc.identifier	https://doaj.org/article/f1b394d7a97d4e128a46487cf7b029fd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11664
dc.description	O artigo teve o propósito de analisar os 37 trabalhos que versaram sobre procedimentos e recursos de ensino destinados a alunos com deficiência apresentados no GT 15 de Educação Especial da ANPEd, entre 1996 e 2010. Esses artigos representam 17% do total de 216 trabalhos apresentados nessas 15 reuniões anuais do GT. A perspectiva sociohistórica de Vigotsky fundamentou teoricamente a maioria dos estudos, sobretudos aqueles dedicados à educação de surdos. A população alvo mais estudada foi a de alunos com deficiência intelectual, seguida da surdez, sobretudo no período de 1996 a 2000; estudos dedicados a outras deficiências - física, visual e múltipla - foram menos frequentes. Os estudos descritivos, privilegiando dados qualitativos, envolvendo estudos de caso e etnográficos constituíram a maioria dos trabalhos. Os trabalhos experimentais englobaram delineamentos de grupo e delineamentos intrassujeito. Os estudos foram eloquentes em mostrar a necessidade de o professor observar mais o processo de aprendizagem do que o produto da mesma e a enfatizar o papel essencial da mediação. O processo de desenvolvimento do aluno com deficiência não ocorre da mesma forma que do aluno sem deficiência, não pela condição de deficiência exatamente, mas porque o olhar do outro nem sempre lhe confere a possibilidade para aprender e se desenvolver.<br>The purpose of this paper was to analyze 37 papers regarding teaching procedures and resources designed for students with special needs presented at ANPEd Special Education Work Group, during the 1996-2000 period. These articles represent 17% of the 216 papers presented in the last 15 annual ANPEd meetings. Vygotsky social historical perspective served as the theoretical basis for the majority of the studies, especially those concerning education for the deaf. Students with intellectual disabilities were the target population of most studies, followed by students with deafness, mainly during the 1996-2000 period; papers about physical, visual and multiple disabilities were less frequent. Descriptive studies, focusing on qualitative data, involving both case and ethnographic investigations constitute the majority of the articles. Experimental studies included group design as well as single subject designs. The articles were eloquent in both showing the need for teachers to pay more attention to the learning process than to the product of learning and in emphasizing the critical role of mediation. The development process of students with disabilities does not occur in the same way as their typically developing peers. This occurs mainly because of the lack of learning opportunities given to students with special needs, rather than the disabling condition.
dc.language	Portuguese
dc.publisher	Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-65382011000400004
dc.relation	https://doaj.org/toc/1413-6538
dc.relation	https://doaj.org/toc/1980-5470
dc.source	Revista Brasileira de Educação Especial, Vol 17, Iss spe1, Pp 23-40 (2011)
dc.subject	Procedimentos de ensino
dc.subject	Recursos de Ensino
dc.subject	Aluno com deficiência
dc.subject	Análise de artigos
dc.subject	ANPEd
dc.subject	Teaching Procedures
dc.subject	Teaching Resources
dc.subject	Students with Disabilities
dc.subject	Paper analysis
dc.subject	National Association of Post-Graduation and Research
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Procedimentos e recursos de ensino para o aluno com deficiência: o que tem sido disseminado nos trabalhos do GT 15 da ANPED sobre estes temas? Teaching procedures and resources for students with disabilities: what has been presented by anped special education work group on these subjects?
dc.type	article