Browsing by Author "Sanches-Ferreira, Manuela"
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- Análise ecocomportamental do ensino de alunos com multideficiência, do 1º ciclo do ensino básico, nos contextos Classe Regular, Unidade Especializada em Multideficiência e InstituiçãoPublication . Silva-Maia, Ana; Sanches-Ferreira, Manuela
- A avaliação das necessidades de apoio no desenvolvimento de planos individuais de transiçãoPublication . Santos, Miguel; Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Martins, Susana; Alves, Sílvia; Lopes-dos-Santos, PedroUma sociedade inclusiva assenta na garantia e defesa dos direitos humanos e é caracterizada pela participação de todos os cidadãos nas várias dimensões e contextos da vida. Neste ensaio, demonstraremos como a avaliação das necessidades de apoio dos jovens com incapacidade intelectual, e especificamente a avaliação através da Supports Intensity Scale (SIS - Escala de Intensidade de Apoios), constitui um passo essencial no desenvolvimento de Planos Individuais de Transição numa perspetiva centrada na pessoa, que pragmatiza os princípios de uma sociedade inclusiva.
- Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?Publication . Sanches-Ferreira, Manuela; Gonçalves, Joana L.; Araújo, Sara Barros; Alves, Sílvia; Barros, SílviaPositive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive environments. This study aims to evaluate preschool teachers’ opinions about the desirability and feasibility of a set of empirically validated strategies to improve teacher-child interactions in ECEC classrooms, for the group and children with disabilities. The participants were 89 Portuguese preschool teachers. Based on a non-systematic literature review, a questionnaire composed of 22 strategies to facilitate teacher-child interactions (in 4 dimensions: emotionally responsive interactions, classroom management, attend to children’s perspectives, and scaffolding learning) was developed. Along with the questionnaire, a set of socio-demographic variables was also collected. ECEC teachers scored significantly higher in the desirability subscale compared with the feasibility subscale in all dimensions and at both the child and the group level. This gap between teachers’ perceived desirability and feasibility provides important insights regarding the dimensions which are important to reinforce in ECEC teachers’ education and professional development. The mean difference between the desirability and feasibility subscales registered a higher effect size at the child’s level than at the group’s level, confirming that the inclusion of children with disabilities in preschool settings remains a challenge. Moreover, the effect size was small to moderate in the Emotionally Responsive Interactions dimension for both child and group levels. These results are aligned with previous studies stating that among different self-identified dimensions for improvement, emotional support is the less evoked by ECEC teachers. Across all dimensions, the main reason teachers give for difficulty in feasibility, both at the group and child’s level, is lack of knowledge. Overall, understanding the reasons teachers attribute to the difference between the strategies’ desirability and feasibility informs the assessment of teacher education needs and might be operationalized as a new observation instrument.
- Building social networks: a Web microportal to promote ADHD monitoringPublication . Seta, Luciano; Chifari, Antonella; Di Giuseppe, Onofrio; Denaro, Paola; Sanches-Ferreira, Manuela; Meneses Da Silva Santos, Miguel Augusto
- Classifying Functioning of Children and Adolescents with Intellectual Disability: The Utility of the International Classification of Functioning, Disability and Health for Children and YouthPublication . Vale, Maria do Carmo; Pereira-da-Silva, Luis; Pimentel, Maria João; Marques, Teresa Nunes; Rodrigues, Helena; Cunha, Gilda; Machado, Maria do Céu; Sanches-Ferreira, Manuela; Simeonsson, Rune J.Observational cross-sectional study carried out in a pediatric neurodevelopment unit of a tertiary-care hospital. A sample of 355 children with median ((min.–max.) 1.0–17.3) years with intellectual disability (30.4% borderline, 43.1% mild, 19.7% moderate, 5.1% severe, and 1.7% profound disability) was seen over a period of 3 years. Based on clinical observation and psychological evaluation, a neurodevelopmental pediatrician selected ICF-CY body functions codes, and respective qualifiers, to effectively describe functioning of children. Based on evaluation reports, a psychologist and a special educator assigned the previously chosen ICF-CY body functions codes to 139 and 67 children, respectively. Inter-rater agreement was estimated using simple and weighted Cohen’s kappa coefficients and Gwet’s AC1 statistic and Gwet’s weighted kappa coefficient statistic. A set of eight ICF-CY codes was identified as efficiently describing impairments of body functions of children with intellectual disability: global mental functions b117 and b122; specific mental functions b147, b163, b164, and b167; and voice and speech functions b320 and b330. Results indicate a correspondence between the level of severity of qualifiers assigned to ICF-CY codes and the level of intellectual disability. Inter-rater agreement was variable among raters, with the best agreements found for qualifying intellectual functions (b117) and psychomotor functions (b122). A profile of eight ICF-CY codes effectively describes functioning of children with intellectual disability, providing an alternative to medically based classification, based on diagnoses with functionally based classification of children’s characteristics. The findings contribute to define a comprehensive set of codes to reliably record individual differences of functioning in this population
- ¿Condicionan el género y la edad el nivel de competencia digital? Un estudio con estudiantes universitariosPublication . Cabezas González, Marcos; Casillas, Sonia; Sanches-Ferreira, Manuela; Teixeira Diogo, Fernando Luís
- Conditions for Implementing the ICF-CY in Education: The Experience in PortugalPublication . Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Alves, Sílvia; Simeonsson, Rune J.Reflecting international trends for implementing inclusive education, Portugal enacted a special education law (Law No. 3/2008) in 2008, defining substantial changes in educational practice. One of the most important changes consisted in determining that eligibility for special education services be based on the functioning profile of students documented with the International Classification of Functioning, Disability and Health, version for children and youth [ICF-CY, WHO (World Health Organization), 2007]. The study described in this manuscript belongs to a broader project and consisted of the administration of a survey to a nationally representative sample of 551 professionals, to examine factors they considered as most influential to the perceived ease in using the ICF-CY, as well as identifying the extent to which the professional groups and the enrollment on training relates to the opinion about the use of the ICF. For sample recruitment, 414 clusters of schools were randomly selected, stratified according to the distribution of schools in the different Regional Directorates of Education in Portugal. The survey consisted of demographic questions and 49 scaled items, assessed on a 4-point Likert scale in which respondents rated: (i) the perceived ease on the ICF-CY usage; (ii) their level of knowledge on conceptual and procedural aspects inherent to the Law implementation, as well as, on regard to performed roles defined; (iii) the extent to which their schools presented conditions for collaboration; and (iv) the importance of contextual variables as valued conditions for using the ICF-CY. Results showed that the establishment of mechanisms for collaboration and interdisciplinarity were central conditions to meet the comprehensiveness and rigor defining an ICF-CY-based assessment. Likewise, consideration of diverse backgrounds and needs of professional groups in terms of knowledge needs to be a central requirement for implementing an ICF-CY informed approach. An important implication for training programs is to have an expanded focus on demonstrations on how the ICF-CY can be used to support the implementation of socio-ecological and inclusive perspectives.
- Consultancy In Action: Implementing The ICF-CY Within The New Practices In Special Education Needs Assessment In ArmeniaPublication . Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Alves, Sílvia; Poghosyan, MeriOver the last decade, with the help of UNICEF, international organizations and the civil society, the Armenian government has been developing efforts to reform the education system and promote inclusive education by expanding the network of inclusive schools and increasing budgetary allocations to children with special education needs. As a next major step the Ministry of Education plans to gradually transform special schools into resources centres supporting inclusive education.
- O contributo da família na escola: Estudo da satisfação da família com os Serviços de Educação EspecialPublication . Silva, Marlene; Sanches-Ferreira, Manuela
- DEHB DEGERLENDIRME SÜRECIPublication . Sanches-Ferreira, Manuela; Santos, Miguel; Lopes-dos-Santos, Pedro; Vale, Maria do Carmo