inclusão escolar e deficiência mental: análise da interação social entre companheiros school inclusion and mental deficiency: analysis of the social interaction among peers

Clicks: 267
ID: 146179
2004
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Steady

Ranked #34 of 62 articles by views in mycopathologia

Most read Least read

Bar heights use a square-root scale.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
A inclusão escolar de portadores de deficiências tem sido a proposta norteadora e dominante na Educação Especial no Brasil nos últimos anos. Esta pesquisa teve por objetivo descrever e analisar a interação social entre três alunos das primeiras séries do Ensino Fundamental com Deficiência Mental (DM) e seus colegas, em três escolas-pólos municipais de Vitória, ES. Aplicaram-se a todos 80 alunos testes sociométricos com perguntas sobre três escolhas e três rejeições para brincar e realizar tarefas escolares; foram filmadas 15 sessões de observações na situação de recreio, cinco para cada um dos três sujeitos focais. Esses dados foram compatíveis com aqueles obtidos nos testes sociométricos, mostrando que esses os alunos com DM são menos aceitos e são mais rejeitados do que seus colegas, passando a maior parte do tempo de recreio sozinhos, demonstrando dificuldades para iniciar, manter e finalizar os contatos sociais com os colegas.
The inclusion of bearers of deficiencies in schools has been a guiding and dominating proposal in Special Education, including in Brazil, and has directed rehabilitation and educational programs and policies. The aim of this study was to describe and to analyze the interaction among three students with Mental Retardation (MR) and their peers. The study was carried out with first-grade students of three core municipal schools of the city of Vitória, ES, Brazil, who had classmates who were bearers of MR. All 80 students were given a sociometric test containing questions on three choices and rejections of classmates with whom to play and to accomplish classroom tasks. Fifteen observation sessions were recorded, five for each target children (plus an extra one for one of the children), during an entire month. The results showed that students who have special education needs are less frequently accepted and more frequently rejected than their peers in regular classrooms. It was noted that subjects spent most of their time alone, showing difficulties in initiating, maintaining and finalizing contacts with their classmates.
Reference Key
batista2004estudosincluso Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Marcus Welby Batista;Sônia Regina Fiorim Enumo
Journal mycopathologia
Year 2004
DOI
10.1590/S1413-294X2004000100012
URL
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-294X2004000100012
Keywords
psychology religionpsychology

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.