ESE - EE - Comunicações em eventos científicos
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- Virtual reality and associated technologies in disability research and interventionPublication . Lopes-dos-Santos, Pedro; Silveira-Maia, Mónica; Tavares, Ana; Santos, Miguel Augusto; Sanches-Ferreira, ManuelaThis paper concerns the application of virtual reality and associated technologies (VRAT) in the disability research and intervention field. By reviewing a 144 studies presented at the International Conference Series on Disability, Virtual Reality and Associated Technologies (1996-2006), our analytic work examine the underlying conceptual frameworks of disability and methodological rationales used in selected papers. In the last 15 years, there was a paradigmatic shift from the medical to the biopsychosocial model of disability. Yet, our analyses indicate that such shift is not clearly reflected in the way VRAT have been addressing disability issues. The present manuscript offers recommendations regarding definition of goals, methodological procedures, and assessment rationales in order to stimulate discussions on how the use of VRAT can be improved in the field of disability research and practice
- 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.
- Improving the Use of International Classification of Functioning, Disability and Health to Document Holistic Functioning Profiles: a Teacher Training ProgramPublication . Sanches-Ferreira, Manuela; Santos, Pedro Lopes dos; Alves, Sílvia; Alves, Cidália FerreiraContemporary approaches within the special education field contend that outlining assessment and intervention processes for children with additional needs requires a functional perspective on their needs rather than a developmental point of view about their delays (Florian et al., 2006; Simeonsson, Sauer-Lee, Granlund, & Björk-Åkesson, 2010).
- Implementation of the International Classification of Functioning, Disability and Health (ICF) in Portuguese Special Education Policy and PracticePublication . Sanches-Ferreira, Manuela; Simeonsson, Rune J.; Alves, Sílvia; Silveira-Maia, MónicaIn January 2008 with the introduction of the Decree-L aw n.º3/2008, Portugal became the first country implementing the International Classification of Functioning, Disability and Health, ICF (WHO, 2001) as a framework to be obligatorily used in special education system. This policy was responsible for the introduction of substantial changes among which the ICF implementation to support the assessment and eligibility processes represented the major challenge for educational professionals.
- Práticas em Educação Especial à Luz do Modelo Biopsicossocial: O Uso da CI F-CJ como Referencial na Elaboração dos Programas Educativos IndividuaisPublication . Silveira-Maia, Mónica; Lopes-dos-Santos, PedroA introdução na legislação do uso da CIF-CJ como referencial dos processos de avaliação/intervenção em educação especial (cf. Decreto-Lei nº 3/2008) torna pertinente analisar o modo como as novas orientações têm influenciado as práticas de atendimento educativo dos alunos com NEE. O presente estudo examina 120 Programas Educativos Individuais (PEIs), elaborados para os mesmos indivíduos antes e após a promulgação do decreto. Os resultados revelam que a documentação da incapacidade, efectuada em referência ao modelo biopsicossocial operacionalizado pela CIF-CJ, inclui espectros mais alargados de indicadores de funcionalidade. Contudo, as propostas de medidas focalizadas na promoção da participação e na habilitação ambiental permanecem, ainda, incipientes. A necessidade de se promover descrições compreensivas do desempenho e uma maior interligação entre os processos de avaliação e de intervenção encabeça um conjunto de recomendações que pretendem instigar reflexões sobre as potencialidades do uso da CIF-CJ no suporte à formulação dos PEIs.
- Eligibility for Special Education Services: Six Years of the ICF-CY ImplementationPublication . Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Alves, SílviaThe debate around students? eligibility for special education services remains actual due to its preponderance for determining the resources allocation and services distribution (Burke & Ruedel, 2008; Hollenweger, 2008). This is also the case of Portugal that in 2008 enacted a special education law, which prescribed a new approach for defining the target group for special education services based on the use of the International Classification of Functioning, Disability and Health, version for children and youth, ICF-CY (2007), as a common language and framework to guide the assessment and eligibility determination processes. Special education services were defined for students with: "significant limitations in terms of activity and participation in one or more areas of life, due to structural and functional permanent changes resulting in continued difficulties in communication, learning, mobility, autonomy, interpersonal relationships and social participation" (Paragraph 1 of Article 1st, Chapter I). In line with this definition, DL 3/2008 introduced the principle that documentation of functioning profiles of students ? reflecting the ICF terminology and framework ? should base eligibility determination.
- Which Knowledge Domains Are Important in the Work of Educational Sign Language Interpreters: the Perspective of Teachers and InterpretersPublication . Sanches-Ferreira, Manuela; Rio, Ana Espinheira; Alves, SílviaIn the last years an increased number of students who are deaf and hard-of-hearing are educated within regular schools by hearing teachers (Krause, Kegl, & Schick, 2008). Within this context, the educational interpreters assumes a nuclear role whose abilities to interpret, as stated by Schick, Williams and Kupermints (2006), represents the major predictor for the quality of students’ access to the classroom content. If the importance of educational interpreters as facilitators of communication is consensually recognized, the extension of their functions within classroom raises some questions. In fact, two perspectives can be found in literature regarding the role and consequent knowledge of educational interpreters in inclusive classrooms. One of those perspectives stresses that, as in every interpreting setting, the function of educational interpreters is interpreting, in this case, the teacher discourse. The other perspective considers the impact of educational context in the interpretation process meaning that the performance educational interpreters’ role should take into account variables that support teaching-learning processes (Antia & Kreimeyer, 2001; Schick et al., 2006). This second perspective states that, additionally to interpreting knowledge – namely in skills needed for voice-to-sign and sign-to-voice interpretation – educational interpreters should also have knowledge about education and child development across life span, due to their role in mediating learning experiences (Antia & Kreimeyer, 2001; Schick, 2001)