Navegando por Assunto "Down, Síndrome de"

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Adaptações curriculares na educação de estudantes com síndrome de down
(2019-07-16) Barreto, Queila Regia de Andrade; Vasconcelos, Norma Abreu e Lima Maciel de Lemos; http://lattes.cnpq.br/4261347568631671; http://lattes.cnpq.br/0030592428143328
Trisomy 21, also called Down Syndrome (DS), is a chromosomal condition caused by an extra chromosome in pair 21. Children and young people who have this syndrome have similar physical characteristics and are subject to some diseases. Although they have intellectual and learning disabilities, they are people with a unique personality, who establish good communication and are also sensitive and interesting. Quite often, the "degree" of symptom involvement is inversely proportional to the stimulus given to these children during childhood, both in the family environment and in the school environment. Based on this, the aim of this research was to observe the use of the curricular adaptations in the teaching practice of the Down syndrome students’ teacher, as well as the activities developed in the classroom, and their inclusion in the context of the school environment. This is a qualitative research, in which a teacher and a student with Down's syndrome participated. Data were collected through observation, semi-structured interview and submitted to content analysis.
Gastronomia inclusiva: alimentação envolvendo crianças e jovens com Transtorno do Espectro Autista e Síndrome de Down em Recife-PE
(2018-08) Amorim, Izabel Cristina Silva; Padilha, Maria do Rosário de Fátima; http://lattes.cnpq.br/9689966677422344
A inclusão de crianças com Síndrome de Down em uma creche municipal do Recife: desafios e possibilidades
(2021-12-10) Andrade, Vitória Hellen Tavares de; Silva, Emmanuelle Christine Chaves da; http://lattes.cnpq.br/4816027610768343; http://lattes.cnpq.br/7663879287317666
Down's Syndrome children have been increasing in our day care centers and schools, so it turns essential that professionals to be prepared to receive them and provide an environment which allows them to develop integrally. This research describes the inclusion of Down's Syndrome children in order to understand how occurs the inclusion in a Municipal Daycare in Recife in practice. The specific aims were 1) to identify and describe the pedagogical activities carried out by professionals at the Daycare Municipal Center (teachers and trainees) of Down's Syndrome children to promote the school inclusion, 2) to describe the routine faced by children with Down's Syndrome in the school and, 3) to analyze the didactic and pedagogical materials used by daycare professionals. The interviews were conducted with the daycare professionals and the school observations as well routine experienced by the children were carried out. The data were analyzed, transcribed, and divided into categories using the videography method and inspired by Bardin's content analysis, and the findings were linked to the theoretical basis of this study. From these categories, it has been observed that Down's Syndrome children were included in the school routine and participated in the pedagogical routines with few adaptations. Therefore, we conclude there is still much to be done regarding the inclusion of children with disabilities in Childhood Education, however, recognizing their potentials as well as materials and appropriate training support, it will further the full development of these children.