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- Dimensões ambientais e produtos e tecnologias influentes na participação e inclusão de alunos com incapacidadePublication . Silveira-Maia, Mónica; Lopes-dos-Santos, Pedro; Sanches-Ferreira, Manuela; Alves, Sílvia; Parada, Ana
- PortugalPublication . Sanches-Ferreira, Manuela; Silveira-Maia, Mónica; Lopes-dos-Santos, Pedro; Santos, Miguel Augusto
- Developing Assessment pratice in ArmeniaPublication . Sanches-Ferreira, Manuela; Simeonsson, Rune; Silveira-Maia, Mónica; Alves, Silvia
- WHAAM: A new online service supporting parents and teachers of children with ADHDPublication . Alves, Sílvia; Bamidis, Panagiotis; Bilbow, Andrea; Callahan, A.; Chiazzese, Giuseppe; Chifari, Antonella; Doherty, Gavin; Sanches-Ferreira, Manuela; Janegerber, Sarah; McGee, Colin; Myttas, Nikos; Nikolaidou, Maria; Santos, Miguel; Sclafani, Matteo; Seta, Luciano; Silveira-Maia, Mónica
- The use of the international classification of functioning, disability and health in an interactive perspective: the assessment and intervention of students’ additional support needs in PortugalPublication . Silveira-Maia, Mónica; Lopes-dos-Santos, Pedro; Sanches-Ferreira, Manuela; Alves, Sílvia; Maia, CarlaEvaluating the influence of person-environment interactions on students' performance is a fundamental requirement for planning individualized educational interventions. Such understanding grounded the use of the International Classification of Functioning, Disability and Health as a reference framework to support special needs assessment in the Portuguese educational system. This study sought to investigate the extent to which special education teams reported relationships between Body Functions, Activities and Participation, and Environmental Factors in Individualized Education Programmes for students with additional support needs and what types of relations were mostly described.
- Programa de Intervenção FRIEND-SHIP - ManualPublication . Aroni, K.; Toulia, A.; Alves, Sílvia; Hassani, S.; Heidrich, F.; Franzen, K.; Görel, G.; Löper, M. F.; Aguiar, T.; Silveira-Maia, Mónica; Sanches-Ferreira, Manuela; Hellmich, F.; Schwab, S.; Avramidis, E.INTRODUÇÃO Este manual é o produto da colaboração desenvolvida no âmbito do projeto "FRIEND-SHIP – Improving Students’ Social Participation in Primary and Secondary Schools across Europe", financiado pela Comissão Europeia – Programa Erasmus+, Referência: 2019-1-AT01-KA201-05 1226. Um dos principais resultados deste projeto consistiu no desenvolvimento do Programa FRIEND-SHIP, uma intervenção escolar cujo objetivo é aumentar a participação social de todos os alunos entre os 8 e os 11 anos. O Programa FRIEND-SHIP destina-se a ser implementado por professores e consiste em 12 sessões, cada uma com a duração de 45-60 minutos, implementadas duas vezes por semana, ao longo de seis semanas. As atividades que compõem este programa são essencialmente experimentais. Os alunos são convidados a envolverem-se e a assumirem um papel ativo, participando em atividades de grupo, dramatizações, histórias sociais, atividades físicas e atividades relacionadas com as artes. O principal objetivo deste manual é apoiar os professores na implementação do Programa FRIEND-SHIP com as suas turmas.
- 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.
- Evaluating implementation of the International Classification of Functioning, Disability and Health in Portugal's special education lawPublication . Sanches-Ferreira, Manuela; Simeonsson, Rune J.; Silveira-Maia, Mónica; Alves, SílviaThis paper reports the results of a national two-year project, commissioned by the Portuguese Ministry of Education, to investigate the implementation of the International Classification of Functioning, Disability and Health (ICF) under Decree-Law 3/2008. The Decree-Law also introduced the principle that the documentation of students' functioning profiles should be the basis for eligibility decision-making – replacing the need of a diagnosis. Of specific interest was the study of the ICF implementation in the assessment, eligibility and intervention processes of students in need of specialised supports. To that end, the study was based on a document analysis of case records of 214 students. The analysis of functioning profiles showed that the ICF use promoted a functional approach in students' assessment. In addition, the use of the ICF contributed to the differentiation of eligible and non-eligible students based on their functioning profiles and addressed the most suitable educational interventions within the Individualised Education Plans.
- The design of an e-learning module centered in the use of an innovative web health application for attention deficit hyperactivity disorder monitoringPublication . Sanches-Ferreira, Manuela; Chifari, Antonella; Santos, Miguel Augusto; Silveira-Maia, Mónica; Alves, Sílvia; Merlo, Gianluca; Seta, Luciano; Chiazzese, Giuseppe
- FRIEND-SHIP Intervention Program - the HandbookPublication . Aroni, K.; Toulia, A.; Alves, Sílvia; Hassani, S.; Heidrich, F.; Franzen, K.; Görel, G.; Löper, M. F.; Aguiar, T.; Silveira-Maia, Mónica; Sanches-Ferreira, Manuela; Hellmich, F.; Schwab, S.; Avramidis, E.This handbook is the product of collaboration within the “FRIEND-SHIP—Improving Students’ Social Participation in Primary and Secondary Schools Across Europe” Project, funded by the European Commission—Erasmus+ Programme, Project No.: 2019-1-AT01-KA201-05 1226. One of the main outputs of this Project consisted of the development of the FRIEND-SHIP Program, a school-based intervention aimed at improving social participation of all students between 8 and 11 years of age. The FRIEND-SHIP Program is intended to be implemented by teachers and consists of 12 sessions, each with the duration of 45–60 minutes, implemented twice a week over six weeks. The activities that comprise this program are essentially experiential. Students are invited to take an active and involved role by participating in group activities, role-playing, social stories, arts, and physical activities. The main purpose of this handbook is to support teachers in implementing the FRIEND-SHIP program with their classes. This handbook is divided in three parts: • CHAPTERS 1, 2 and 3 cover background information about social participation and inclusion, as well as the description of the target audience of this handbook and the digital tool for evaluating the FRIEND-SHIP Program effects. • CHAPTER 4 covers the FRIEND-SHIP Intervention Program, including guiding principles, aims, and detailed descriptions of sessions. • CHAPTER 5 covers the information gathered with the implementation of the FRIEND-SHIP Intervention Program throughout the Project life.
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