Base de dados : MEDLINE
Pesquisa : F02.784.629.375 [Categoria DeCS]
Referências encontradas : 4834 [refinar]
Mostrando: 1 .. 10   no formato [Detalhado]

página 1 de 484 ir para página                         

  1 / 4834 MEDLINE  
              next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28422626
[Au] Autor:Berg LA; Jirikowic T; Haerling K; MacDonald G
[Ad] Endereço:Lucretia A. Berg, EdD, OTR/L, is Occupational Therapist, II, Children's Therapy Unit, MultiCare Good Samaritan Hospital, Puyallup, WA; lucretiaberg@me.com.
[Ti] Título:Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities.
[So] Source:Am J Occup Ther;71(3):7103100020p1-7103100020p9, 2017 May/Jun.
[Is] ISSN:0272-9490
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Students with intellectual and/or developmental disabilities (IDD) increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum-including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations-is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed. Conventional content analysis revealed navigating the hidden curriculum as a key theme and three subthemes: (1) adult-based system navigation, (2) persisting challenges with adaptive behaviors, and (3) disability awareness and disclosure. Limited awareness of disability and supports and services needed for a successful PSE outcome were contributing factors. Occupational therapists have the skills to support students with IDD in skill acquisition to successfully transition to and navigate PSE and the hidden curriculum.
[Mh] Termos MeSH primário: Educação de Pessoa com Deficiência Intelectual
Docentes
Terapeutas Ocupacionais
Pais
Estudantes
Universidades
[Mh] Termos MeSH secundário: Adaptação Psicológica
Adulto
Idoso
Conscientização
Currículo
Revelação
Emprego
Feminino
Seres Humanos
Deficiência Intelectual
Masculino
Meia-Idade
Pesquisa Qualitativa
Habilidades Sociais
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170817
[Lr] Data última revisão:
170817
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170420
[St] Status:MEDLINE
[do] DOI:10.5014/ajot.2017.024703


  2 / 4834 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28181888
[Au] Autor:Coyne P; Evans M; Karger J
[Ad] Endereço:Peggy Coyne and Miriam Evans, CAST, Inc.; and Joanne Karger, Consultant.
[Ti] Título:Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities.
[So] Source:Intellect Dev Disabil;55(1):4-14, 2017 Feb.
[Is] ISSN:1934-9556
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Universal Design for Learning (UDL) has been shown to have benefits for students with disabilities. However, little is known about its potential to support literacy for students with intellectual and developmental disabilities (IDD). This qualitative study explored (a) to what extent students with IDD are able to use Udio, an online UDL literacy environment; and (b) how students with IDD experienced and perceived Udio. A grounded theory approach was used to analyze classroom observations, as well as teacher and student interviews. Electronic usage logs and student-produced discussions and projects were analyzed descriptively. Students independently navigated the environment and used embedded supports, including audio-assisted reading and sentence starters. In addition, findings indicate that age-relevant content, choice, and opportunities to socialize in online discussions were especially engaging for students. Further research is warranted to determine how UDL environments affect the literacy development of students with IDD.
[Mh] Termos MeSH primário: Deficiências do Desenvolvimento/psicologia
Educação de Pessoa com Deficiência Intelectual/métodos
Educação Especial/métodos
Deficiência Intelectual/psicologia
Alfabetização
[Mh] Termos MeSH secundário: Seres Humanos
Instituições Acadêmicas
Estudantes
[Pt] Tipo de publicação:INTRODUCTORY JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170515
[Lr] Data última revisão:
170515
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170210
[St] Status:MEDLINE
[do] DOI:10.1352/1934-9556-55.1.4


  3 / 4834 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28181887
[Au] Autor:Smith SJ; Lowrey KA
[Ad] Endereço:Sean J. Smith, University of Kansas; and K. Alisa Lowrey, University of Southern Mississippi.
[Ti] Título:Applying the Universal Design for Learning Framework for Individuals With Intellectual Disability: The Future Must Be Now.
[So] Source:Intellect Dev Disabil;55(1):48-51, 2017 Feb.
[Is] ISSN:1934-9556
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The current research in Universal Design for Learning (UDL) for students with intellectual disability (ID) is briefly summarized and considered in light of the national goals presented by the American Association on Intellectual and Developmental Disabilities (AAIDD) in this article. Additionally, an action plan is provided for researchers and practitioners to extend knowledge on the implementation of the UDL framework inclusive of individuals with ID.
[Mh] Termos MeSH primário: Educação de Pessoa com Deficiência Intelectual/métodos
Inclusão Educacional/métodos
Modelos Educacionais
[Mh] Termos MeSH secundário: Educação de Pessoa com Deficiência Intelectual/tendências
Seres Humanos
Inclusão Educacional/tendências
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170515
[Lr] Data última revisão:
170515
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170210
[St] Status:MEDLINE
[do] DOI:10.1352/1934-9556-55.1.48


  4 / 4834 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28181885
[Au] Autor:Lowrey KA; Hollingshead A; Howery K
[Ad] Endereço:K . Alisa Lowrey, The University of Southern Mississippi; Aleksandra Hollingshead, The University of Idaho; and Kathy Howery, The University of Alberta.
[Ti] Título:A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability.
[So] Source:Intellect Dev Disabil;55(1):15-24, 2017 Feb.
[Is] ISSN:1934-9556
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID.
[Mh] Termos MeSH primário: Educação de Pessoa com Deficiência Intelectual/normas
Inclusão Educacional/normas
Professores Escolares/psicologia
[Mh] Termos MeSH secundário: Currículo/normas
Educação de Pessoa com Deficiência Intelectual/métodos
Seres Humanos
Linguagem
Inclusão Educacional/métodos
Instituições Acadêmicas/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170515
[Lr] Data última revisão:
170515
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170210
[St] Status:MEDLINE
[do] DOI:10.1352/1934-9556-55.1.15


  5 / 4834 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28181884
[Au] Autor:Scott LA; Thoma CA; Puglia L; Temple P; D'Aguilar A
[Ad] Endereço:LaRon A. Scott, Colleen A. Thoma, Lauren Puglia, Peter Temple, and Allison D'Aguilar, Virginia Commonwealth University.
[Ti] Título:Implementing a UDL Framework: A Study of Current Personnel Preparation Practices.
[So] Source:Intellect Dev Disabil;55(1):25-36, 2017 Feb.
[Is] ISSN:1934-9556
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Young adults with intellectual disability (ID) continue to experience the least successful postschool outcomes among transition-aged youth ( Sanford et al., 2011 ). Experts disagree on the most effective approach to improve outcomes such as employment, postsecondary education, and community living. In 2015, the National Goals Conference brought together educational researchers to set an agenda to guide the field in terms of research, practice, and policy ( Thoma, Cain, & Walther-Thomas, 2015 ). One of their recommendations, based on promising research and practices, urged the field to identify effective personnel preparation and professional development practices that ensure general and special educators can implement a UDL framework ( Thoma, Cain, et al., 2015 ). This study surveyed program coordinators at accredited universities to determine what is currently being done to prepare educators to implement a Universal Design for Learning (UDL) framework, the extent to which a UDL framework is being incorporated into preservice courses in higher education, and how a UDL framework is being used to improve postschool outcomes for youth with ID.
[Mh] Termos MeSH primário: Educação de Pessoa com Deficiência Intelectual
Modelos Educacionais
Capacitação de Professores
[Mh] Termos MeSH secundário: Seres Humanos
Competência Profissional
Universidades
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170515
[Lr] Data última revisão:
170515
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170210
[St] Status:MEDLINE
[do] DOI:10.1352/1934-9556-55.1.25


  6 / 4834 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28181886
[Au] Autor:Rao K; Smith SJ; Lowrey KA
[Ad] Endereço:Kavita Rao, University of Hawai'i at Manoa; Sean J. Smith, University of Kansas; and K. Alisa Lowrey, University of Southern Mississippi.
[Ti] Título:UDL and Intellectual Disability: What Do We Know and Where Do We Go?
[So] Source:Intellect Dev Disabil;55(1):37-47, 2017 Feb.
[Is] ISSN:1934-9556
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research studies on UDL application for students with ID in PreK-12 settings. The current body of research illustrates that UDL is being applied to instructional activities for students with ID to examine a variety of interventions (e.g., adapted stories for individual students, inclusive general education curriculum) and outcomes (e.g., interaction, perceptions, knowledge gains) in self-contained and general educational settings. It also identifies important questions for consideration in future research as the field seeks to determine how UDL guidelines can be applied to curriculum, used with evidence-based and effective practices, and used to support schoolwide initiatives inclusive of students with ID.
[Mh] Termos MeSH primário: Educação de Pessoa com Deficiência Intelectual
Inclusão Educacional
Modelos Educacionais
[Mh] Termos MeSH secundário: Educação de Pessoa com Deficiência Intelectual/tendências
Seres Humanos
Inclusão Educacional/tendências
Instituições Acadêmicas
Capacitação de Professores
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170515
[Lr] Data última revisão:
170515
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170210
[St] Status:MEDLINE
[do] DOI:10.1352/1934-9556-55.1.37


  7 / 4834 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:27966216
[Au] Autor:Ramrit S; Yonglitthipagon P; Janyacharoen T; Emasithi A; Siritaratiwat W
[Ad] Endereço:Research Center in Back, Neck, Other Joint Pain and Human Performance (BNOJPH), Faculty of Associated Medical Sciences, Khon Kaen University, Khon Kaen, Thailand.
[Ti] Título:The Gross Motor Function Classification System Family Report Questionnaire: reliability between special-education teachers and caregivers.
[So] Source:Dev Med Child Neurol;59(5):520-525, 2017 May.
[Is] ISSN:1469-8749
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:AIM: The aim of this study was to investigate the reliability of the Thai Gross Motor Function Classification System Family Report Questionnaire (GMFCS-FR) and the possibility of special-education teachers and caregivers in the community using this system in children with cerebral palsy (CP). METHOD: The reliability was examined by two teachers and two caregivers who classified 21 children with CP aged 2 to 12 years. A GMFCS-FR workshop was organized for raters. The teachers and caregivers classified the mobility of 362 children. The rater reliability was analysed using the weighted kappa coefficient. The possibility of using the GMFCS-FR is reported. The reliability of using the GMFCS-FR in the community was analysed by the intraclass correlation coefficient. RESULTS: The intrarater reliability ranged from 0.91 to 1.00. The interrater reliability between teachers was 0.85 (95% confidence interval [CI] 0.69-0.97) and between caregivers was 0.84 (95% CI 0.70-0.97). Ninety-seven percent of raters used the Thai GMFCS-FR correctly. The overall intraclass correlation coefficient between raters was 0.90 (95% CI 0.88-0.92). INTERPRETATION: The Thai GMFCS-FR is a reliable system for classifying the motor function of young children with CP by teachers and caregivers in the community.
[Mh] Termos MeSH primário: Cuidadores/psicologia
Paralisia Cerebral/diagnóstico
Paralisia Cerebral/fisiopatologia
Destreza Motora/classificação
Movimento/fisiologia
[Mh] Termos MeSH secundário: Fatores Etários
Criança
Pré-Escolar
Estudos Transversais
Educação de Pessoa com Deficiência Intelectual
Feminino
Seres Humanos
Masculino
Reprodutibilidade dos Testes
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170502
[Lr] Data última revisão:
170502
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161215
[St] Status:MEDLINE
[do] DOI:10.1111/dmcn.13356


  8 / 4834 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:27875782
[Au] Autor:Bouck E; Park J; Nickell B
[Ad] Endereço:Michigan State University, United States. Electronic address: ecb@msu.edu.
[Ti] Título:Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems.
[So] Source:Res Dev Disabil;60:24-36, 2017 Jan.
[Is] ISSN:1873-3379
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND/AIMS/METHODS: The Concrete-Representational-Abstract (CRA) instructional approach supports students with disabilities in mathematics. Yet, no research explores the use of the CRA approach to teach functional-based mathematics for this population and limited research explores the CRA approach for students who have a disability different from a learning disability, such as an intellectual disability. This study investigated the effects of using the CRA approach to teach middle school students in a self-contained mathematics class focused on functional-based mathematics to solve making change problems. Researchers used a multiple probe across participants design to determine if a functional relation existed between the CRA strategy and students' ability to solve making change problems. PROCEDURES/OUTCOMES: The study of consisted of five-to-eight baseline sessions, 9-11 intervention sessions, and two maintenance sessions for each student. Data were collected on percentage of making change problems students solved correctly. RESULTS/CONCLUSIONS: The CRA instructional strategy was effective in teaching all four participants to correctly solve the problems; a functional relation between the CRA approach and solving making change with coins problems across all participants was found. IMPLICATIONS: The CRA instructional approach can be used to support students with mild intellectual disability or severe learning disabilities in learning functional-based mathematics, such as purchasing skills (i.e., making change).
[Mh] Termos MeSH primário: Educação de Pessoa com Deficiência Intelectual/métodos
Deficiência Intelectual/reabilitação
Transtornos de Aprendizagem/reabilitação
Matemática/educação
[Mh] Termos MeSH secundário: Adolescente
Criança
Educação Especial/métodos
Feminino
Seres Humanos
Resolução de Problemas
Estudantes
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170608
[Lr] Data última revisão:
170608
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161123
[St] Status:MEDLINE


  9 / 4834 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:27589151
[Au] Autor:Kellems RO; Frandsen K; Hansen B; Gabrielsen T; Clarke B; Simons K; Clements K
[Ad] Endereço:Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: rkellems@byu.edu.
[Ti] Título:Teaching multi-step math skills to adults with disabilities via video prompting.
[So] Source:Res Dev Disabil;58:31-44, 2016 Nov.
[Is] ISSN:1873-3379
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The purpose of this study was to evaluate the effectiveness of teaching multi-step math skills to nine adults with disabilities in an 18-21 post-high school transition program using a video prompting intervention package. The dependent variable was the percentage of steps completed correctly. The independent variable was the video prompting intervention, which involved several multi-step math calculation skills: (a) calculating a tip (15%), (b) calculating item unit prices, and (c) adjusting a recipe for more or fewer people. Results indicated a functional relationship between the video prompting interventions and prompting package and the percentage of steps completed correctly. 8 out of the 9 adults showed significant gains immediately after receiving the video prompting intervention.
[Mh] Termos MeSH primário: Transtorno Autístico/reabilitação
Sinais (Psicologia)
Educação de Pessoa com Deficiência Intelectual/métodos
Deficiência Intelectual/reabilitação
Matemática/educação
Transtorno de Aprendizagem Específico/reabilitação
[Mh] Termos MeSH secundário: Adolescente
Computadores de Mão
Prática Clínica Baseada em Evidências
Feminino
Seres Humanos
Masculino
Gravação em Vídeo
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170330
[Lr] Data última revisão:
170330
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160903
[St] Status:MEDLINE


  10 / 4834 MEDLINE  
              first record previous record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:27507187
[Au] Autor:Kisamore AN; Karsten AM; Mann CC
[Ad] Endereço:Western New England University.
[Ti] Título:Teaching multiply controlled intraverbals to children and adolescents with autism spectrum disorders.
[So] Source:J Appl Behav Anal;49(4):826-847, 2016 12.
[Is] ISSN:1938-3703
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Reciprocal conversations, instructional activities, and other social interactions are replete with multiply controlled intraverbals, examples of which have been conceptualized in terms of conditional discriminations. Although the acquisition of conditional discriminations has been examined extensively in the behavior-analytic literature, little research has evaluated procedures to establish multiply controlled intraverbals. Thus, the purpose of this investigation was to evaluate the effects of procedures based on conditional discrimination training on the acquisition of multiply controlled intraverbals with 7 participants who had been diagnosed with autism spectrum disorders. We evaluated the effects of prompt delay with error correction, a differential observing response (DOR), and a DOR plus blocked trials on the acquisition of intraverbals using a multiple baseline design. Accuracy of intraverbal performance increased for at least 1 set of stimuli for all participants under prompt delay with error correction conditions; however, 4 participants required additional teaching (i.e., DOR, modified DOR, modified prompt delay with error correction). Based on these findings, when prompt delay with error correction is not sufficient to establish multiply controlled intraverbals, prompted DORs may be an effective alternative.
[Mh] Termos MeSH primário: Transtorno do Espectro Autista/reabilitação
Aprendizagem por Discriminação/fisiologia
Educação de Pessoa com Deficiência Intelectual/métodos
Reforço (Psicologia)
Ensino
Comportamento Verbal/fisiologia
[Mh] Termos MeSH secundário: Adolescente
Transtorno do Espectro Autista/fisiopatologia
Criança
Pré-Escolar
Retroalimentação Psicológica
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1703
[Cu] Atualização por classe:170320
[Lr] Data última revisão:
170320
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160811
[St] Status:MEDLINE
[do] DOI:10.1002/jaba.344



página 1 de 484 ir para página                         
   


Refinar a pesquisa
  Base de dados : MEDLINE Formulário avançado   

    Pesquisar no campo  
1  
2
3
 
           



Search engine: iAH v2.6 powered by WWWISIS

BIREME/OPAS/OMS - Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde