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Davies, Marlene. "A critique of how developments within the auditing profession were integrated into the higher education audit modules." Thesis, University of South Wales, 2011. https://pure.southwales.ac.uk/en/studentthesis/a-critique-of-how-developments-within-the-auditing-profession-were-integrated-into-the-higher-education-audit-modules(6de6dc12-ee0c-4055-9562-e40e335caa37).html.
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This overview gives a summary of the research started 15 years ago in relation to the developments within the audit and governance environment. The developments focus on their impact on public sector audit activity and how these developments have been embedded in higher education (HE) programmes. The research and subsequent outputs have contributed to the introduction of innovative teaching methods that reflect contemporary developments in the audit profession. In introducing these developments the teaching approach for audit orientated modules has moved away from a didactic approach to experiential learning approach. This submission includes material from eight refereed published journal articles, one refereed paper presented at a conference and a chapter from a textbook. In addition, other journal publications and conference papers, which were presented at both national and international conferences, are mentioned as contributions to knowledge. At the time of submission of this work, one paper was under review for publication. While related areas of research were ongoing in respect of audit training within the profession and audit committees within Housing Associations. The period of research activity spans the years 1995 – to 2011. These outputs cover three key areas in terms of contribution to learning. The first area looks at the design and development of a case study as a teaching medium focusing on experiential (hands on) learning as the basis for a module on computer auditing. This was based on research into the practical audit approaches within the public sector. The public sector was the focus of the initial research as it had a requirement for the presence of an internal audit function. This focus on the public sector focus continued into subsequent research. The application of audit techniques to provide a better appreciation of auditing was introduced into module development as a consequence of the research findings. This specifically applied information technology (IT) as a tool for audit which was embedded in a case study, and more recently for forensic accounting purposes. The use of MS Office Excel as a teaching medium was used initially to replicate audit software packages and referred to as ‘Excel as an audit tool’. This was later replaced by commercial audit software using datasets. The second theme considers the impact of policies by government relating to aspects of accountability, value for money and performance measurement, again with an emphasis on the public sector audit function in verifying data used as indicators. The third area examines the working relationship between internal audit and the audit committee, with a focus on the influence of corporate governance codes on internal control requirements and risk management. All three areas identify the changing face of audit as a consequence of external pressures such as IT developments, accountability requirements, pressures on limited resources and government codes of best practice recommendations and guidelines. The integration of these developments in to HE focused initially on undergraduate modules within the BA (Hons) Accounting and Finance programme. The developments were later integrated into post graduate modules as well as acting as an information conduit for local government in Wales. The link between all three themes is that of the changes facing the audit profession and how these have been incorporated into the teaching of audit at HE level. These changes reflect the audit role in terms of the adoption of a proactive approach to responding, not only to the application of technology, but also to both public and government expectations in terms of indirect and direct requirements. This nexus between the themes is further enhanced by the use of audited information conveyed electronically for the purpose of performance verification of targets and the relationship between the efficient use of resources and good governance approaches. The recognition of the research output in the early stages was reinforced in 1998 by the award of Research Fellow from Grant Thornton and involvement with the Welsh Chief Auditors Group (WCAG) which resulted in the research focusing on Welsh local government. Further research has incorporated forensic auditing techniques and the internal audit function in the corporate arena. These were further utilised within the innovative and ground breaking development of the BA (Hons) Forensic Accounting programme. While the corporate governance work has taken the international route of comparing corporate governance codes of best practice and formed an important element within the post graduate programmes of MSc Accounting, MSc Forensic Accounting and MSc Management and Development of International Financial Systems. Funded consultancy work has produced professional body reports on the training of professional auditors in contrast to the academic development of teaching material with journal papers contributing to the knowledge of both the HE community and practitioners. Finally the research and development of lecture material has been utilised for a joint publication of a textbook on auditing entitled Auditing Fundamentals (Davies & Aston 2010). This document discusses the three themes by critiquing how the changing face of auditing influences the design and delivery of auditing modules within accounting programmes, in the context of higher education. The collection and analysis of data, and especially practitioner views, form part of the background to the research method adopted. The output and findings provide the basis of the contribution to knowledge which informs HE practice and the profession. The research output has contributed to enhancing both undergraduate and post graduate teaching material as well as reports to parties outside the higher education environment. The contribution to knowledge has been threefold, where the HE environment of undergraduate and postgraduate students have been exposed to current developments in auditing, along with an opportunity to learn via experiential learning techniques. Members of the profession have been enlightened on the issues affecting their working practices via conferences and training seminars. Finally management have capitalised on the research output and utilised this to make informed decisions. Further research opportunities have arisen as a direct result of research undertaken whilst other opportunities for disseminating knowledge and information have occurred via representations on various bodies and working parties including media interviews.
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Justice, Richard M. "Auditing and aligning training development strategy in a multinational corporation : a case study /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3162288.
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Whittaker, S. "Practice or theory? : a phenomenographic study of teachers' perceptions of teaching auditing in higher education." Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/22437/.
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In recent years the business world has become more complex and the role of the professional auditor has had to change in order to address this increasing complexity. What had been seen as a technical compliance role has now evolved to include higher level skills such as evaluating risk and director’s judgement. Critics have expressed concern that university auditing courses have not changed in line with the business world and that they largely deal with teaching a practical process and do not encourage students to question and challenge. This phenomenographic study explores how auditing is taught via an exploration of the experiences of fifteen teachers who teach auditing within higher education degree courses. However, this study does not attempt to provide an objective understanding of teaching auditing, or to tell teachers what they should teach. Rather, the aim is to stimulate teachers to reflect upon their own teaching by presenting them with accounts of the experiences of others. These experiences can then be used by the teacher to provide insights regarding how their own teaching and that of others might be improved. The research highlights the extent to which teacher perception of the subject matter of Auditing and expected student learning outcomes can have a profound impact upon the pedagogic approach taken. The variation in the way the subject matter is viewed highlighted that some teachers see only a practical professional subject whilst others also perceive an underlying theoretical basis that can be used to question and challenge audit, and these differences in perception appear to impact upon both how teachers interact with and are influenced by accounting professional bodies and how teachers conceive of and approach their own teaching. Dissonance is a key feature within this study. In this study, dissonance is experienced by teachers as a mis-match between their conceptions of how auditing should be taught and their reflections upon their own experiences of teaching aauditing. Dissonance is seen to be complex and it is noted that some teachers appear to be able to overcome perceived difficulties whereas others cannot. The use of a phenomenographic study in this thesis provides a contribution to knowledge by extending and developing what is currently known about teaching to the discipline of Auditing. Implications for future research are also explored.
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Yarana, Chanida. "The development of an instructional intervention for auditing learning : evidence from Thailand." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/ba61b48d-f9ac-47b9-9f91-c5b5c7d59b67.
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The changes in economy in addition to globalisation have impacted upon the audit profession. After the economic crisis in the 2000s, the audit profession was deemed to be a cause of the corporate collapse due to unethical behaviour of auditors. This issue also impacts upon auditing instruction worldwide, including Thailand where political and economic crises along with corruption issues have become significant and urgent problems in the Thai society. There has been a high scrutiny on capabilities, competence and ethics of auditors from the public and other stakeholders, whereas there is scant evidence to show whether Thai educators take action on enhancing holistic attributes of their auditing students, in particular, ethical sensitivity of the students. Thereby, Thailand needs to reform the quality of audit education in order to serve qualified graduate students to the business environment. This thesis developed a set of reflective case studies as an instructional intervention for auditing learning. It aims to enhance professional knowledge, skills and ethics of auditing students in Thailand. Four learning theories comprising Transformative Learning Theory (TLT), Experiential Learning Theory (ELT), Reflective Learning Theory (RLT) and Project-based Learning Theory (PLT) were applied as the theoretical framework. In addition, this thesis applied concepts of qualitative and action research together with the ADDIE instructional development as the practical framework for the development of an instructional intervention. There were five phases of the ADDIE model: Analyse, Design, Develop, Implement and Evaluate applied to organise the empirical work. Two empirical fieldworks were conducted within university settings in Thailand. The first fieldwork complied with the analysing phase of the ADDIE model exploring current practice and problems of audit instruction in Thailand in order to identify performance gap of the audit education. Semi-structured interviews were conducted in 11 universities with 34 participants who were audit lecturers and students in five regions throughout the country. The results showed that in general, audit instructors in Thailand mostly applied traditional teaching methods. However, there were problems of audit instruction comprising inappropriate learning strategies of the students, lack of staff and learning resources, deficiencies of knowledge and skills of audit students and lack of ethical awareness of the students. Significantly, the participants required case studies in Thai context as a learning tool to enhance the knowledge, skills and ethics of Thai auditing students. These elements were determined as performance gap which was required to improve. In response to the results of the first empirical fieldwork, the thesis applied the design and development phases of the ADDIE model to develop a set of reflective case studies for auditing students. A framework for the development of case studies derived from other professional education such as law, medicine, nursing and engineering where such real-life case studies have been successfully used to enhance ethical sensitivity of students. Additionally, concepts of reflective writing and audit working paper were applied in the cases studies. Other instruments such as guidance for lecturers and students were also developed for Thai auditing students. All instructional resources were validated by experts. The final version was refined and approved before the implementation. The second empirical fieldwork complied with the implement and evaluate phases of the ADDIE model. An experiment conducted with 77 auditing students in Naresuan University, Phitsanulok, Thailand. In addition, there were 15 participants who voluntarily participated in the reflective writing activity and the focus group interview. The results revealed that before the cases’ implementation, students had negative views on auditing learning. However, during and after the implementation, students had reformed their way of learning, attitudes towards auditing learning and ethical sensitivity.
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Muzel, Vania Pereira. "A educação continuada no Brasil na perspectiva da carreira do auditor independente." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-29082018-152250/.
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Dois modelos de educação profissional continuada aplicados no Brasil são apresentados: o modelo do Conselho Federal de Contabilidade (CFC), focado no nível de capacitação e qualificação técnica que o mercado de trabalho exige, e o modelo das grandes firmas de auditoria, conhecidas como Big Four, focado no desenvolvimento da carreira do auditor independente. Destes dois modelos emerge o problema de pesquisa: Em quais aspectos, o programa de educação profissional continuada focado na capacitação e qualificação técnica se diferencia dos programas focados no desenvolvimento de carreira das Big Four e quais destas diferenças poderiam gerar contribuições para a melhoria do Programa de Educação Profissional Continuada (PEPC) atualmente em vigor? Esta pesquisa justifica-se pela necessidade de se repensar a educação continuada com foco no presente e no futuro, além de fomentar a pesquisa sobre esta temática com aprofundamento do conceito de lifelong learning, e na perspectiva do Sistema das profissões de Abbott (1988). As coletas de dados foram efetuadas de informações públicas, nos sites das respectivas instituições. As entrevistas semi-estruturadas foram conduzidas com base em roteiro pré-estabelecido, dividido em três áreas: o mercado de auditoria no Brasil, presente e futuro; o programa de educação continuada do CFC; e o programa de desenvolvimento de carreira das Big Four. Na revisão de literatura sobre educação continuada, foram identificados 963 artigos publicados, com nível de interesse constante desde 2012. Dos principais periódicos internacionais de educação em contabilidade , apenas seis artigos dos 846 artigos e 104 estudos de caso sobre educação continuada foram identificados, demonstrando a necessidade de fomentar pesquisa nesta área. As mudanças tecnológicas mudarão completamente a forma de fazer auditoria nos próximos anos e eficiência é questão de sobrevivência. Em decorrência, as necessidades educacionais, tanto na formação inicial, quanto no desenvolvimento profissional continuado, precisam envolver: o uso eficiente das novas ferramentas e tecnologias; o lifelong learning como mindset; ceticismo profissional, pensamento crítico; independência e ética profissional. Referente ao PEPC, discussões sobre a abordagem output-based em contraposição à input-based adotada atualmente, são recomendadas, em consonância com discussões do IFAC, e potenciais benefícios desta abordagem no desenvolvimento de um mindset de lifelong learning e redução de custos em relação à abordagem input-based. Quanto ao programa de desenvolvimento profissional nas Big Four, discussões sobre lifelong learning, nos treinamentos de assistentes e sêniores, são recomendadas para uma mudança de mindset da nova geração de profissionais.<br>Two models of continuing professional education applied in Brazil are presented: the model implemented by the Brazilian Federal Council of Accounting (CFC), focused on maintaining professional competence as demanded by the market; and the model adopted by large auditing firms, known as Big Four, focused on the development of the independent auditor\'s career. From these two models emerges the research problem: In what aspects, the continuing professional education program focused on the professional competence differs from the programs focused on the career development as adopted by the Big Four and which of these differences could generate contributions to the improvement of the Continuing Professional Education Program (PEPC) currently in force? This research is justified by the need of rethinking continuing education focused in present and future, as well as fostering research on this subject from a lifelong learning concept and the perspective of Abbott\'s System of Professions (1988). The data collections were gathered from public information, from the websites of the respective institutions. The semi-structured interviews were conducted based on a pre-established script, divided into three areas: the audit market in Brazil, present and future; the CFC continuing education program; and the Big Four career development program. From the literature review on continuing education, 963 published articles were identified, and a stable level of interest since 2012. With respect to the main international accounting education journals, only six articles from the 846 articles and 104 case studies on continuing education were identified, demonstrating the need to promote research in this area. The technological changes will completely modify the way audit is performed in the next few years and efficiency is a matter of survival. As a result, educational needs for initial continuing professional development, must involve: efficient use of new tools and technologies; lifelong learning as mindset; professional skepticism and critical thinking; independence and professional ethics. Regarding the PEPC, discussions on the output-based approach as opposed to the currently adopted input-based approach are recommended, consistently with IFAC discussions, and potential benefits from this approach in developing a lifelong learning mindset and cost reduction in relation to the input-based approach. In relation to the professional development program at the Big Four firms, discussions on lifelong learning among assistants and seniors on trainings programs are recommended for changes in the mindset of the new generation of professionals..
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Kyeyune-Nyombi, Elizabeth Mary Kalebu. "A communications audit for the Office of Enrollment Services at California State University, San Bernardino." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/495.
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Hoffmann, Patricia Anne. "Reviewing the use of environmental audits for environmental learning in school contexts: a case study of environmental auditing processes within a professional development course." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003630.
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This case study focuses on the use of environmental audits for learning, by teachers participating in the Schools and Sustainability professional development course in Durban, South Africa. It reviews ways in which audits were choreographed and used for lessons within school contexts. It explores ways in which audits shaped meaning-making interactions and environmental learning processes. This is an interpretive case study, characterized by a moderate realist perspective. Data were generated through interviews with teachers, field observations, photographs, document analysis, and group interviews with learners. Data were analyzed using the general comparative method. The research takes place in the context of educational transformation in South Africa. Some of the challenges accompanying the shift to Outcomes Based Education seem to be associated with naïve interpretations of constructivism and a view of reality as socially constructed and relative. This seems to have influenced ways in which audits are being undertaken in school contexts. This study argues that a realist orientation to auditing may be a more useful process for engaging with the world and enhancing the way learners perceive and respond to environmental risk. Ideas about reality-congruence and the interacting processes of involvement and detachment are of central importance in understanding processes of knowledge construction and meaning making in this study. The study draws on the work of Elias (1987) and Latour (1999) to shed light on the significance of auditing processes in which a close engagement with reality, coupled with a measure of detachment, can lead to the construction of a more reality-congruent account and a more realistic assessment of the environmental issue in focus. Key findings of the study suggest that the effectiveness of environmental auditing as a pedagogical process was influenced by the teachers’ intentions, knowledge and skills, choreography of the audit, nature of the teaching and learning interactions, and ways in which teachers and learners engaged with the findings. The study recommends that auditing activities should be carefully structured and mediated by teachers to be meaningful and to enable learners to identify environmental issues, gather data, engage in critical reflection and deliberate appropriate responses for social and environmental transformation.
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Fotoh, Lazarus Elad. "The Impact of Audit Education on the Audit Expectation Gap : Evidence from Civilekonom Students in Sweden." Thesis, Karlstads universitet, Handelshögskolan, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55337.
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There is considerable evidence of the existence of audit expectation gap between auditors and the public in Sweden. However, conflicting views exist regarding the role of audit education in narrowing this gap. This thesis, therefore, aims to investigate if the teaching of audit courses for civilekonom students contributes in narrowing the expectation gap resulting from the misunderstanding of audit regulations as contained in ISA and ABL.A survey questionnaire containing seventeen semantic differential belief statements measured using the five-point Likert scale was completed by four groups of students; first-year civilekonom students with/without an audit education background and, final-year civilekonom accounting students with/without an audit education background (n=137). The questionnaire covered topics on; auditors’ responsibilities, audit reliability, and decision usefulness.The results of the study indicate audit education partially (at α 0.05) had an impact in reducing the AEG on the responsibilities of auditors especially on issues related to; auditors’ responsibility in maintaining accounting records, management’s responsibility for preparing the annual financial statements and auditors’ judgment in selecting audit procedures. However, audit education had no impact on auditors’ responsibilities in detecting fraud, audit reliability and reliability of financial statements, and decision usefulness. Furthermore, the limited sample size, low response rate and use of convenience sampling may affect the generalizability of the results. Additionally, the Cronbach Alpha would have been more reliable if more participants were involved.This study concludes by calling on educational institutions in Sweden to update their accounting curriculum to encompass topics related to the nature, scope, and limitations of audits based on ISA and ABL. Moreover, this study recommends the audit profession and regulators to design and implement policies aimed at improving users understanding of the nature, scope, and limitations of an audit through audit education, refresher courses and other forms of audit-user communication. This study extends previous studies on the AEG by ascertaining the role of audit education in narrowing the AEG.
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Amjad, Haydar, and Sara Daabas. "Vidareutbildning under arbetslivet : små och medelstora revisions- och redovisningsbyråers syn." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10262.
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In our study the purpose was to examine the influence of Continuing Professional Education on small and medium sized auditing- and accounting practices. The study also aims to analyze possible similarities and differences in how small and medium sized auditing and accounting practices are affected of the requirements regarding Continuing Professional Education. In order to fulfill our purpose in the study we conducted interviews with auditors and accounting consultants on small and medium sized auditing- and accounting practices. Totally did we conduct seven interviews with four auditors and three accounting consultants. The majority of auditors and accounting consultants we interviewed are satisfied with the current requirements on Continuing Professional Education and think they contribute to the increase of quality and status of the work tasks performed by auditors and accounting consultants. Respondents also stressed the importance of Continuing Professional Education to maintain and develop the skills among employees. Our respondents prefer two forms of Continuing Professional Education, namely intensive seminars and topical courses. Demand for intensive seminars and topical courses will probably continue to increase, given that these two forms makes it possible for small and medium sized practices to keep current in a time efficient and economical way. Our findings also show that auditors prefer a training where they start out as beginners and end as an expert. On the other hand accounting consultants focus on training that is practical and provides direct benefit to the everyday work.
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Madsen, Pierre. "Commercial Loan Officers and the Audit Expectation Gap." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202335.
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The audit expectation gap, generally known as the differences between what users of financialstatements expect from the auditor and what the auditor actually provides, is present andresulting to a widespread concern. This thesis aims to investigate the level and nature of the audit expectation gap betweenauditors and commercial loan officers. In addition, this thesis also asks the question ifeducation is a mean to reduce commercial loan officers’ audit expectation gap. A questionnaire containing seven-point Likert scales with bipolar adjectival statements wassent to auditors and commercial loan officers. The respondents were asked to choose anumber from the scale which identified their level of agreement to either one of thestatements. The results revealed substantial evidence of an audit expectation gap particularly on issuesconcerning auditors’ responsibilities in fraud detection and prevention. Education oncommercial loan officers could reduce the audit expectation gap.
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Jankuvienė, Daiva, and Ingrida Mazrimienė. "Šiaulių miesto bendrojo lavinimo mokyklų vidaus audito metodikos taikymo problemos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_161124-64530.
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Magistro darbe yra suformuluotos Šiaulių Bendrojo lavinimo mokyklos vidaus audito taikymo problemos. Darbe atskleista Bendrojo lavinimo mokyklos vidaus audito esmė: teoriniu aspektu vidaus auditas analizuojamas kaip kokybės laidavimo sistema, pateikiama švietimo kokybės samprata ir švietimo kokybė visuotinės kokybės vadybos aspektu; bendrojo lavinimo mokyklos vidaus auditas analizuojamas vadybinių funkcijų aspektu ir kaip organizacijos veiklos strategijų ir perspektyvų numatymo priemonė. Tyrimo tikslui pasiekti naudota kompleksinė tyrimo metodika, derinant kokybinius ir kiekybinius metodus. Tyrimo dalį sudarė du etapai. Pirmajame etape, ekspertams struktūrizuoto interviu būdu, buvo išryškintos pagrindinės bendrojo lavinimo mokyklų vidaus audito metodikos taikymo problemos. Antrajame etape, šie duomenys pasirinkti vėlesnio kiekybinio tyrimo kintamaisiais – ruošiant anketą pedagogams, dalyvavusiems vykdant vidaus auditą. Tyrimo ataskaitoje patvirtinama autorių suformuluota mokslinio tyrimo hipotezė, kad Šiaulių miesto mokyklos susiduria su ��vairiomis problemomis vykdant vidaus auditą visuose jo vykdymo etapuose ir kad daugiausia problemų kyla atliekant pasirinktos srities analizę bei tai, kad audito rezultatai tikslingai panaudojami prioritetų nustatymui, strateginiam veiklos planavimui.<br>The problems of using internal auditing methods in general education schools of Siauliai are stated in this master\s degree work. The work characterizes the purport of internal auditing methods: in theoretically dimension internal auditing is analyzed like system of collateral acceptance , the conception of education quality and education quality by aspect of general quality are given; auditing methods in general education schools analyzed by managerial aspect and like a mean to prophesy organization strategy and perspectives. To reach the aim complex methods of investigation were used, combining qualitative and quantitative methods. The research was of two stages. The first stage using structural interview of experts developed basic problems using internal auditing methods. In the second stage , the data was taken making forms for educaters who were doing internal auditing. Various authors stated hypothesis, that general education schools of Siauliai confront various problems using internal auditing in all stages is supported. Also big problem is to make analysis of chosen sphere and auditing results are not used to make priorities and strategical planning.
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Oliveira, Valdéia Vieira de. "Jovem doutor: promoção da saúde auditiva e inclusão do deficiente auditivo com malformação de orelha externa e/ou média." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/61/61132/tde-25042013-104127/.
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As malformações de orelha são anomalias que ocorrem no período de desenvolvimento embrionário e podem acometer a orelha externa, média e/ou interna, podendo ser uni ou bilaterais. Na fase escolar, crianças com malformação de orelha podem ser prejudicadas pela falta de estímulos adequados ao seu potencial cognitivo, socioafetivo, linguístico e politicocultural, acarretando prejuízo considerável ao desenvolvimento da aprendizagem. Nesse contexto, esta pesquisa teve como objetivo desenvolver um programa para alunos do ensino fundamental, utilizando a teleducação interativa do Projeto Jovem Doutor, visando a promoção da saúde auditiva e a inclusão do deficiente auditivo com malformação de orelha externa e/ou média, no âmbito escolar. O estudo foi dividido em duas fases. A primeira fase foi constituída pela construção de um conteúdo educacional (roteiro), avaliação por juízes da área de Fonoaudiologia, por meio de dois questionários e adequação de acordo com as sugestões dos juízes. A segunda fase constituiu da aplicação do conteúdo para 18 alunos sem malformações craniofaciais, deficiência auditiva, visual ou intelectual, utilizando a metodologia do Projeto Jovem Doutor e foi dividida em: atividade presencial informando a dinâmica do curso e introdução do tema; etapa não presencial, com apresentação on-line do roteiro e etapa presencial, para estabelecer estratégias de repassar o conteúdo aos colegas e comunidade. Anteriormente e após a aplicação do programa de capacitação, os alunos responderam ao Questionário Situação-Problema (QSP), com o objetivo de mensurar o conhecimento teórico prévio e o adquirido ao longo do programa. Posteriormente, responderam a outros dois, denominados Questionário Opinião - (QO), com o objetivo de expressar a opinião sobre o curso à distância e a Ficha de Pesquisa Motivacional - (FMP), para verificar subjetivamente os aspectos motivacionais do programa de capacitação. Os professores também avaliaram o exercício das habilidades sociais dos alunos, por meio do Questionário de Crenças e Sentimentos do Professor (CSP). Os resultados mostram que a maioria dos juízes apresentou apreciações positivas, considerando a qualidade do roteiro como excelente (1789 respostas) e muito boa (911 respostas). Em relação ao QSP, os resultados apontaram que, comparando, estatisticamente, o antes (pré-teste) e o depois (pós-teste), os resultados apontaram que metade dos pesquisados acertou até 40% no pré-teste e metade acertou até 80% no pós-teste. Assim, os dados apresentados revelam que a aplicação do programa produziu efeito positivo em relação ao aumento dos conhecimentos dos alunos. Em resposta ao QO, a maioria dos alunos apresentou opinião positiva em relação ao curso, revelando índice de alta aprovação. A análise da FMP apontou alto índice de satisfação motivacional com o programa, por parte dos alunos, considerando-o impressionante. No questionário CSP, as professoras atribuíram alta importância para o repertório de habilidades sociais, enquanto possível fator, tanto do desenvolvimento socioemocional dos alunos, como do desempenho. Concluiu-se que a implementação do programa visando a promoção da saúde auditiva e a inclusão do deficiente auditivo com malformação de orelha externa e/ou média, no âmbito escolar, foi viável para os participantes, porém sugere-se reaplicação a outros escolares.<br>The ear malformations are abnormalities that occur during embryonic development and can affect the outer ear, middle and/or internal, may be unilateral or bilateral. At school age children with ear malformations may be impaired by lack of appropriate incentives to its potential cognitive, socio-emotional, linguistic, political and cultural, causing considerable damage in the development of learning. In this context, this study aimed to develop a program for elementary school students using the interactive tele-education Project Young Doctor aiming to promote hearing health and the inclusion of deaf ear malformation with external and / or middle ear in the school. The study was divided into two phases. The first phase was formed by the construction of an educational content (screenplay), evaluation by judges from the area of Audiologist, through two questionnaires and adequacy in accordance with the suggestions of the judges. The second phase consisted of applying content to 18 students without craniofacial malformations, hearing impairment, visual or intellectual, using the methodology of the project and Dr. Young was divided into: classroom activity informing the dynamics of the course and introduction to the subject; step without attending, online presentation of the script and stage presence to establish strategies to pass content to colleagues and community. Before and after the implementation of the training program the students responded to the \"Questionário Situação Problema - (QSP)\" with the objective of measuring the theoretical knowledge acquired prior and during the program. And then the other two called \"Questionário Opinião (QO)\" with the aim of expressing student opinion about the distance course and \"Ficha de Pesquisa Motivacional (FMP)\" to subjectively evaluate the motivational aspects of the training program. Teachers also evaluated whether there were changes in student behavior through the \"Crenças e Sentimentos do Professor (CSP).\" The results show that most of the judges had positive assessments, considering the quality of the script as \"excellent\" (1789 responses) and \"very good\" (911 responses). Regarding the QSP results indicate that, comparing statistically the before (pretest) and after (post-test) results showed that half of respondents agreed and 40% in the pre-test and half to hit 80% in post-test. Thus, the data presented show that the implementation of the program has produced positive effect in relation to the increased knowledge of the students. In response to QO, most students showed a positive opinion about the course, revealing high approval rate. The analysis of FMP pointed motivational high level of satisfaction with the program, by the students, considering it as \"impressive\". In the questionnaire CSP teachers assigned high importance to the repertoire of social skills as much as possible factor in socio-emotional development of students as performance. It was concluded that the implementation of the program aimed at promoting hearing health and the inclusion of deaf ear malformation with external and / or average in the school was viable for those students, but it is suggested reapplying to other schools.
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Smith, P. M. "An investigation into the nature of, and relationships between, educational objectives as stated and those inherent in related examination questions for auditing courses at South African universities." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/17346.
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This study sets out to investigate the relationship between the stated and inherent auditing course objectives of selected South African universities. The need for congruence between the two is assumed. Stated auditing course objectives were established by means of a survey questionnaire to 17 South African universities. A panel of judges was used to perform an inferential analysis of 3 of these universities' related examination papers to determine their inherent course objectives. In addition, auditing practitioners were surveyed to establish what they considered desirable auditing course objectives at South African universities.
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Masehela, Langutani Meriam. "An exploration into the conditions enabling and constraining the implementation of quality assurance in higher education: the case of a small comprehensive university in South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020312.
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At an international level, demands for accountability in respect of the quality of teaching and learning in higher education are increasing. This is also the case in South Africa. The response to these demands has taken the form of the introduction of quality assurance systems to higher education. In South Africa, a formal national external quality assurance was introduced to the higher education system in 2001 as a result of the establishment of the Higher Education Quality Committee. The Higher Education Quality Committee is a standing committee of the South African Council on Higher Education. Like other quality assurance agencies across the world, the Higher Education Quality Committee has the responsibility for i) auditing institutions of higher education and ii) accrediting learning programmes. The first cycle of institutional audits ran from 2004 until 2011. As quality assurance was introduced to the higher education system and the first cycle of institutional audits began, universities in South Africa developed policies and procedures intended to assure quality in three areas of their core functioning: research, teaching and learning and community engagement. The University of Venda, which is the focus of the study on which this thesis is based, was no exception. As a practitioner in the Centre for Higher Education Teaching and Learning at The University of Venda, it was my observation that the policies and procedures intended to assure quality in teaching and learning were not always implemented by academic staff members. This was in spite of poor student performance data which raised questions about the quality of the teaching and learning processes in place. The study underpinning this thesis was designed to explore this phenomenon. More specifically, it aimed to identify the conditions enabling and constraining the implementation of policies and procedures in two Schools in the University: the School of Health Sciences and the School of Human and Social Sciences. In order to explore these conditions, I adopted Roy Bhaskar’s Critical Realism as an under-labouring philosophy for the study. Critical realism posits a view of reality comprising three strata, none of which can be reducible to the other. The first of these strata is termed the level of the Empirical and consists of the experiences and observations which become apparent to us through the senses. The second layer, the Actual, consists of events from which these experiences and observations emerge. Underpinning both of these layers is a further layer, the Real, which is not accessible by empirical means and which consists of structures and mechanisms which generate both events at the level of the Actual and experiences and observation at the level of the Empirical. The design of my study sought to reach this deepest layer of reality to identify these mechanisms. Bhaskar’s critical realism is philosophy which needs to be operationalized using substantive, or explanatory, theory. For this purpose, I drew on Margaret Archer’s social realism. The design on my study drew on case study methodology and involved in-depth interviews with members of the two Schools which each formed cases within the more overarching case of the University itself. In addition to these interviews, I analysed a range of institutional documents related to the assurance of quality in teaching and learning. The exploration of enabling and constraining conditions at the level of the Real allow me to make a series of recommendations in the final Chapter of my thesis intended to enhance the quality assurance system introduced to the University.
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Campos, Karis de. "Construção de um material educativo na orientação do deficiente auditivo idoso." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-05072011-092429/.
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Introdução: O envelhecimento da população é um fenômeno que tem ocorrido mundialmente, inclusive no Brasil, caracterizado por alterações físicas, cognitivas e sensoriais. Nesse contexto é possível verificar alterações sensoriais importantes como a deficiência auditiva, onde o uso do Aparelho de Amplificação Sonora individual (AASI) tem como proposta minimizar os efeitos da deficiência auditiva propiciando o maior aproveitamento da audição residual. No entanto, a dificuldade de manipulação do AASI é um dos fatores que fazem com que o indivíduo deficiente auditivo protele ou abandone o uso. Iniciativas utilizando Teleducação tem tido êxito na orientação de indivíduos na área da saúde, incluindo a Fonoaudiologia. Portanto, é necessário o desenvolvimento de projetos que auxiliem o deficiente auditivo idoso no processo de adaptação do AASI. Objetivo: avaliar o DVD Conhecendo e Aprendendo sobre o meu Aparelho Auditivo (Vol. 1) no processo de adaptação do AASI. Metodologia: A metodologia foi dividida em 2 etapas de desenvolvimento. Na primeira etapa o projeto foi dividido em duas fases, senda uma de avaliação e outra a reestruturação do material didatico. Na primeira fase o DVD foi, primeiramente, avaliado por 22 fonoaudiólogos e por 25 idosos usuários de AASI. Na segunda fase, as sugestões feitas pelos avaliadores foram analisadas para a reestruturação do referido DVD volume 1. A segunda etapa consistiu na verificação da eficácia da nova versão do DVD junto aos indivíduos deficientes auditivos idosos novos usuários de AASI, com um grupo controle, composto por 14 indivíduos, que receberam apenas as orientações fonoaudiológicas e o grupo experimental, composto por 13 indivíduos, que além das orientações fonoaudiológicas, também recebeu o material didático em DVD volume 2. A eficácia da versão do DVD foi mensurada por meio da utilização do questionário PHAST, o qual foi aplicado nos grupos E e F. Resultados: Na primeira etapa os avaliadores sugeriram atualização dos modelos de AASI retroauricular, inserção do tempo de ativação da pilha e menor velocidade de fala e legendas. A reestruturação do material didático em DVD foi realizada por meio do financiamento da FAPESP, que possibilitou a contratação de uma produtora para realizar o trabalho. Houve reestruturação do roteiro, das filmagens e das edições do vídeo. Quanto à segunda etapa, não houve diferença estatisticamente significante entre a facilidade/dificuldades de manuseio encontradas nos grupos controle e experimental. A avaliação feita pelo Grupo experimental sobre o quanto o DVD volume 2 ajudou na compreensão dos conteúdos sobre o AASI, a maioria da amostra relatou que esse ajudou muito em todos os pontos avaliados. A menor classificação foi satisfatória para os aspectos abordados no DVD, não havendo diferença estatisticamente significante quando comparado ao grupo de antigos usuários de AASI. Discussão: O material didático foi avaliado, sendo sua reestruturação respaldada em estudos voltados para elaboração de materiais didáticos à distância. Todas as dificuldades encontradas pelos grupos controle e experimental corroboraram com a literatura. As avaliações feitas pelo grupo experimental mostrou o elevado grau de satisfação com o DVD Volume 2. Conclusões: O DVD Conhecendo e Aprendendo sobre o meu Aparelho Auditivo volume 2 foi avaliado, se mostrando eficaz no auxílio de indivíduos idosos novos usuários de AASI retroauricular<br>Introduction: The high rate of aging is a phenomenon that has occurred worldwide, including Brazil and the process leads to physical, cognitive and sensory. One change is the sensory hearing loss, which may cause the wearer to isolation. The hearing aids (HA) are used to minimize the effects of hearing loss producing good results. However, the difficulty in handling the hearing aid is one of the factors that make a person deaf procrastinate or abandon the use. Teleducation initiatives have been successful using the instruction of individuals in health, including Speech Pathology and Audiology area. Therefore, it is necessary to develop projects that assist the hearing impaired elderly in the process of fitting of hearing aids. Objective: To evaluate the DVD \"Knowing and Understanding about My Hearing Aid\" in the process of fitting of hearing aids. Methodology: The methodology was divided into two stages of development. In the first phase of the first stage, the mentioned educational materials on DVD was first evaluated by 22 audiologists and 25 elderly hearing aid users. In the second phase of the first stage, the suggestions made by the evaluators were analyzed for the restructuring of this DVD Volume 1. The second step was to verify the effectiveness of the new version of the DVD along with the elderly hearing impaired individuals new hearing aid users, with a control group of 14 individuals who received only hearing aid orientation and the experimental group, composed of 13 individuals who apart from hearing aid orientation, also received educational materials on DVD Volume 2. The effectiveness of the DVD version was measured by using the PHAST questionnaire, which was applied in groups E and F. Results: In the first stage, the evaluators suggested updating of models of BTE hearing aids, insertion time of cell activation and slower rate of speech and subtitles. The restructuring of the teaching material on DVD was accomplished through funding from FAPESP, which enabled the hiring of a producer to do the job. There was a restructuring of the script, filming and edits the video. The second stage, there was no statistically significant difference between the ease / difficulty of handling found in the experimental and control groups. The assessment made by the experimental group over how much the Volume 2 DVD helped in understanding the content on their devices, most of the sample reported that this \"very helpful\" in all points evaluated. The lowest rating was \"satisfactory\" to the points raised in the DVD, with no statistically significant difference when compared to former users of hearing aids. Discussion: The teaching material was evaluated, and backed its restructuring in studies aimed at preparing distance learning materials. All the difficulties encountered by the control and experimental groups corroborated the literature. The assessments made by the experimental group showed the high degree of satisfaction with the DVD Volume 2. Conclusions: The DVD \"Knowing and Understanding My Hearing Aid\" Volume 2 was evaluated, proving effective in helping the elderly new users of BTE hearing aids.
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Pinto, Pazos Helens Lucinda. "Estrategias de intervención educativa en odontología dirigida a escolares con deficiencia auditiva." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2009. https://hdl.handle.net/20.500.12672/2218.
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En el campo de la investigación de la efectividad de programas de promoción de salud oral, el propósito del trabajo fue evaluar el impacto de un programa preventivo durante 7 semanas. La población de estudio fueron niños con deficiencia auditiva en edades comprendidas entre 8 y 13 años del centro de educación básica especial “La Sagrada Familia” del distrito de Magdalena, en la ciudad de Lima, de noviembre a diciembre del 2008, la muestra fue de tipo no probabilístico intencional. Como instrumento de recolección de datos se creó una ficha de ejercicios lúdicos “ODONTO TEST” elaborada especialmente para el proyecto, contenía los temas de todo el programa de modo que la evaluación fue general y también por áreas de conocimiento, se realizó un programa de actividades educativas a todos los niños, recibieron y participaron en todos los juegos y/o técnicas didácticas diseñadas y recibieron los conocimientos de nueve temas escogidos: elementos anatómicos de la cavidad bucal, importancia de los dientes, dieta, hábitos de higiene, caries dental, hábitos deletéreos, flúor, sellantes y consultorio dental. Las sesiones se efectuaron una vez por semana, cada una fue de 20 minutos, luego se pasó a las técnicas participativas con reconocimientos de actitudes respecto a los temas, empleando 10 minutos, los 30 restantes fueron dedicados a diferentes juegos en la población examinada. El análisis de los resultados fue hecho mediante la prueba estadística de Wilcoxon, y permite señalar que es estadísticamente significativa concluyendo que la intervención educativa -lúdica produce un aumento en el nivel de conocimientos de salud bucal en pacientes escolares con deficiencia auditiva.<br>Tesis
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Libardi, Ana Lívia. "Avaliação do site \'curso de sistema de frequência modulada para professores\'." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-01112012-190309/.
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Este estudo teve por objetivo avaliar o site Curso de Sistema de Frequência Modulada para Professores, como instrumento de capacitação de professores que tenham em sala de aula alunos com deficiência auditiva usuários de Aparelho de Amplificação Sonora Individual (AASI) e/ou Implante Coclear (IC) acoplados ao Sistema de Frequência Modulada (FM). O site foi avaliado por professores da Rede Estadual e Privada da cidade de Bauru e também por professores do Colégio do Serviço Social da Indústria (SESI), quanto aos aspectos de qualidade técnica e de conteúdo. Participaram, no total, 65 professores com idade média de 40 anos e todos com curso superior em sua formação. Os professores após navegarem no site preencheram anonimamente um questionário online disponível no site com questões sobre dados demográficos, conhecimento do professor sobre o seu aluno, formação complementar e uso da internet. Também responderam às questões sobre a qualidade técnica do site por meio do questionário Emory, que compreende as subescalas precisão, autores, atualizações, público, navegação, links e estrutura e conteúdo do site. Os professores não manifestaram dificuldades para responder ao questionário, tendo como média de preenchimento do questionário 33 minutos e 14 segundos. Os mesmos também demonstraram não ter experiência com as questões da deficiência auditiva de um modo geral (perda auditiva, localização, grau da perda, acústica em sala, uso do sistema de FM, dentre outras). Foi possível verificar que 53,84% dos professores utilizam a internet frequentemente. O site obteve como pontuação geral 87,64% no questionário Emory, considerado como sendo adequado. No estudo das subescalas isoladamente foi verificado que os aspectos \"conteúdo\", \"autores\", \"atualizações\", \"público\" e \"links\" relacionados ao questionário Emory tiveram pontuação como sendo excelente (acima de 90%). As subescalas \"navegação\" e \"estrutura\" foram classificadas como sendo adequadas (pontuação 76,53% e 78,84%, respectivamente). O aspecto \"precisão\" do site obteve a pontuação de 68,2%, revelando necessidade de revisão. Os professores avaliaram o seu conhecimento prévio antes de navegar no conteúdo do site como sendo ruim e satisfeito e após navegarem no site eles avaliaram que o site ajudou muito e também estavam muito satisfeitos com o conteúdo. O site foi considerado pelos participantes como sendo uma ferramenta importante para ajudá-los no dia a dia com o aluno com a deficiência auditiva.<br>This study aimed to evaluate the site \"Course Frequency Modulation System for Teachers \", as a tool for teachers who have students in the classroom for hearing -impaired users Individual hearing aids (HA) and cochlear implants (CI) coupled to the Frequency Modulation (FM) System. The site was evaluated by teachers of state and private systems of Bauru city and also by teachers of the Colégio do Serviço Social da Indústria (SESI), on the aspects of technical quality and content. A total of 65 teachers, whose average age was 40 years old and all of them were college graduated, participated in the evaluation. After navigating the site, anonymously filled an online questionnaire about demographic data, teacher´s knowledge about his/her student, complementary training and internet usage. They also answered the questions about technical quality of the site through the questionnaire Emory, which includes the subscales accuracy, authors, updates, public, navigation, links and the site structure and content. The teachers did not have problems to answer the questionnaire, and the average time of filling it was 33 minutes and 14 seconds. They also demonstrated to have no experience with hearing impairment questions in general (hearing loss, location, hearing loss degree, classroom acoustics, usage of FM System, and others). It was possible to verify that 53,84% of teachers use the internet frequently. The site obtained as 87,64% general score on the questionnaire Emory, considered to be appropriate. Analyzing the subscales separately, the aspect \"content\", \"author\", \"update\", \"public\" and \"links\" related to the questionnaire Emory scored as excellent (above 90%). The subscales \"navigation\" and \"structure\" were classified appropriate (score 76.53% and 78.84%, respectively). The aspect of \"accuracy\" of the site received a score of 68.2%, revealing a need for review. Before navigating the site content, teachers rated their previous knowledge as \"poor\" and \"satisfied\"; after navigating the site, they assessed the site \"helped a lot\" and \"helped\", and they were very satisfied about the content. The site was considered by the participants as an important tool to help them in day-to-day to work with hearing-impaired students.
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Peters, Martine. "Les stratégies de compréhension auditive chez les élèves du Bain Linguistique en français langue seconde." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8654.
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De nos jours, la recherche en langue seconde (L2) s'intéresse de plus en plus aux processus qui sous-tendent l'apprentissage d'une langue, ce qui donne lieu à un questionnement des facteurs influençant la réussite d'un apprenant. Les stratégies méritent d'être étudiées, puisqu'elles sont de plus en plus reconnues comme étant des concepts clés dans le processus d'apprentissage d'une langue. Comme il reste un grand nombre d'aspects à cerner et à évaluer dans ce domaine, la présente étude, de nature exploratoire, contribue à combler ces lacunes, par un examen des stratégies de compréhension auditive, à partir d'un portrait détaillé du processus de compréhension qui repose sur une description donnée par l'élève, non seulement de ce qu'il a compris, mais aussi des moyens mis en oeuvre pour y parvenir.
L'utilisation de la technique de protocole à voix haute a permis de décrire et d'analyser le phénomène des stratégies de compréhension auditive chez une population d'élèves de cinquième année du primaire inscrits dans un programme intensif, le Bain linguistique (BL). Les protocoles ont été recueillis à tous les mois pendant une année scolaire et analysés d'une manière qualitative à l'aide d'une grille d'analyse adaptée de la taxonomie de Vandergrift (1992, 1997a, 1997b, 1998).
Il se dégage de l'analyse plusieurs constatations. Plus particulièrement, les stratégies les plus employées par les élèves du BL sont celles de nature cognitive, suivies des stratégies métacognitives et socio-affectives. Il semble que le niveau de connaissances linguistiques des élèves soient en lien direct avec le type de stratégies utilisées. De plus, les résultats, interprétés en fonction des trois phases de Anderson (1983), indiquent que certaines stratégies cognitives et métacognitives sont plus utilisées lors de la phase cognitive initiale, alors qu'une plus grande variété de stratégies apparaissent au fur et à mesure que les connaissances des élèves augmentent. En effet, les stratégies dites de surface, plus faciles à traiter, servent fréquemment à tous les élèves alors que les élèves plus habiles se préoccupent aussi du processus de la compréhension et utilisent des stratégies métacognitives, stratégies dites profondes. Il y a vraisemblablement un continuum de stratégies qui varie selon chaque élève, puisque chacun dispose de ses propres forces et faiblesses, de connaissances linguistiques différentes et d'un style d'apprentissage particulier.
À l'aide du modèle de Nagle et Sanders (1986), ces tendances permettent de former un portrait plus exhaustif du processus de compréhension auditive par le fait d'y incorporer les stratégies de compréhension. Une tentative de modèle est proposée afin de situer les stratégies de compréhension auditive à travers différentes étapes du processus de compréhension.
La présente étude contribue au domaine de la compréhension auditive en langue seconde en identifiant pour la première fois les stratégies de compréhension auditive chez des élèves du primaire. De plus, elle donne des pistes de recherche en ce qui a trait à la relation entre l'utilisation des stratégies de compréhension auditive et l'effet du type d'activités de compréhension auditive utilisé pour la collecte de données. Enfin, elle informe sur le développement des stratégies de compréhension auditive au cours d'une année scolaire.
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Santos, Dilma Pereira dos. "Objetos educacionais como instrumentos mediadores no processo de ensino e aprendizagem da língua portuguesa para alunos com deficiência auditiva." Universidade do Oeste Paulista, 2016. http://bdtd.unoeste.br:8080/jspui/handle/jspui/1030.
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Previous issue date: 2016-04-18<br>The present dissertation was developed for the Master of Education degree at the Universidade do Oeste Paulista (Unoeste). The objective of this study was to investigate the influence of certain educational tools as pedagogical resources to promote the development of writing and reading comprehension skills in deaf, hard of hearing, and speech impaired students. This study is based on technological and human sociocultural theories which help one understand the process of learning the written and spoken Portuguese language. Additionally, it is also based on the ethical and legal guidelines that promote the use of educational tools as pedagogical resources in teaching deaf, hard of hearing, and speech impaired students. A group of six deaf, hard of hearing, and speech impaired students participated in this study. Their ages ranged from 9 to 10. These students were enrolled in a school that serves hearing and speech impaired students in Foz do Iguacu, Parana, Brazil. This qualitative study. As part of the methodology, the following took place: Structured diagnostic observation, collection of data produced by students, text interpretation, and verification of the quality of texts produced by the students. Next, the researcher applied intervention activities by using HagaQue, Tux Pent, and Scrapbooking which are tools that focus on writing and reading skills. A second evaluation was conducted to determine if any significant change was found in the students’ writing and reading comprehension skills. Results show the significance and validity of these educational tools as pedagogical resources to promote the development of writing and reading comprehension skills in deaf, hard of hearing, and speech impaired students.<br>A presente dissertação foi desenvolvida no Programa de Mestrado em Educação da Universidade do Oeste Paulista (Unoeste). A pesquisa tem como objetivo investigar a influência de Objetos de Aprendizagem como recurso pedagógico para promover o desenvolvimento da leitura e escrita para alunos com deficiência auditiva. Para fundamentação foram utilizadas bases teóricas voltadas ao sociointeracionismo no qual o humano e o tecnológico interagem no processo de aprendizagem da língua portuguesa escrita; bem como bases legais que sustentam o uso de objetos educacionais no desenvolvimento dos alunos com deficiência auditiva. Os sujeitos da pesquisa foram seis alunos com deficiência auditiva, entre 9 e 10 anos de idade; devidamente matriculados no ensino fundamental, no qual cursavam o quarto ano em uma escola em Foz do Iguaçu (PR). A pesquisa foi de cunho qualitativa. Como procedimentos metodológicos para coleta de dados promoveu-se observação estruturada diagnóstica, análise dos documentos da produção de textos desenvolvidos pelos alunos, a fim de verificar a qualidade da produção e interpretação textual. Em seguida, foram aplicadas atividades de intervenção com os objetos educacionais HagáQuê e Tux Paint que visavam à produção escrita e leitura. Uma segunda avaliação foi realizada para determinar se houve mudança quanto à produção da escrita e interpretação textual. Como resultado, verificou-se a importância e validade pedagógica de tais objetos educacionais no processo de ensino e aprendizagem da Língua Portuguesa para alunos com deficiência auditiva.
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Jensen, Ingrid. "Att undervisa elever med dyslexi." Thesis, Linköping University, Department of Educational Science (IUV), 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-753.
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<p>Samhället går i dag mot en framtid vilken kräver en läs- och skrivkunnig befolkning. Trots detta finns ett stort antal som går ut skolan utan dessa kunskaper. Dessutom har andra ämnen försvårats då eleven inte kunnat tillgodogöra sig undervisningen. Problemet har uppmärksammats och hanterats på olika sätt genom åren. För att se hur skolorna hjälper elever med dyslexi i dag har jag valt att dels läsa litteratur dessutom att göra en empirisk undersökning i två olika skolor. På så sätt har jag nått mitt syfte att få kunskap om hur man undervisar elever med dyslexi. Undersökningsmetoderna var dels att följa elever i undervisning med och utan speciallärare med inriktning mot SO-ämnen. </p><p>Resultatet gav mig en hel del förslag på alternativ undervisning riktad mot elever med läs- och skrivsvårigheter. Som exempel kan ges datorer med olika program, intalade böcker på band, lekar och spel. Genom litteraturen samt observationer och samtal har jag vidare lärt mig att anpassa rätt övning till rätt typ av dyslexi då det finns många skilda slag av handikappet. Genom träning finns stora möjligheter för elever med dyslexi att prestera fullt godtagbara resultat.</p>
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Salas, Figueroa Patricia Maria del Rosario. "Narrativa, Lenguaje y Educación. Aproximación a un estudio de casos de Integración Educativa desde la discapacidad auditiva." Doctoral thesis, Universitat Rovira i Virgili, 2008. http://hdl.handle.net/10803/8936.
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Objeto de investigación:. Estudiar el desarrollo de estrategias de supervivencia compensatorias al déficit auditivo en procesos subjetivos de integración educativa de personas sordas.<br/><br/>Método: Se realizó un estudio de cinco casos de personas sordas que finalizaron su educación superior. El punto de partida fue otro estudio de casos realizado por la misma investigadora pero desde la observación no participante. Aquellos resultados llevaron a un replanteo del objeto desde una mirada diferente: la de los propios sujetos de la integración.<br/>El análisis se efectuó desde tres focos de atención: estudios sobre el lenguaje y su relación con la discapacidad auditiva, reflexiones sobre la temática de la integración educativa de dichos sujetos y aportes de áreas vinculadas con la investigación biográfico-narrativa en la educación. <br/>La investigación se efectuó en dos etapas consecutivas. En la primera se analizaron cinco escritos autobiográficos como un estudio contrastivo de casos. Desde un enfoque cualitativo se determinaron dos planos de análisis: el del autor y el del narrador. El primero refiere al ser real que escribió los escritos. El segundo es una construcción que emerge del propio discurso y representa las percepciones que tuvieron los sujetos investigados de sus procesos de integración.<br/>La segunda etapa se enmarca en la metodología propiamente biográfico-narrativa y estudia en profundidad uno de los casos de la etapa anterior. Se utilizaron otros instrumentos además de la autobiografía: entrevistas por MSN con la escritora del texto autobiográfico, otras in situ con maestros y profesores de las instituciones evocadas y otras con sus familiares. Los datos fueron procesados en un primer nivel de análisis mediante un biograma; que luego fue interpretado en un segundo nivel mediante un informe narrativo.<br/><br/>Resultados: La investigación reveló que las personas sordas, independientemente del grado de pérdida auditiva y del aprovechamiento de sus prótesis, cuando desarrollan estrategias compensatorias al déficit pueden superar los obstáculos que les presenta el sistema educativo y salir fortalecidos de sus experiencias; convirtiéndolas en la base de su crecimiento futuro. Estas experiencias se construyen desde el esfuerzo y desde la perseverancia por parte de ellos y desde la comprensión y conocimiento de la problemática por parte de las instituciones. Se mostró la integración desde la perspectiva de los mismos sujetos quienes, aunque poseedores de una competencia lingüística desarrollada, encontraron en la lectura una forma de compensar la deficiencia cultural que ocasiona la sordera.<br/> <br/>Conclusiones: Los resultados obtenidos contribuyen a la construcción de una nueva identidad para este colectivo de personas. Una identidad que no se defina desde el déficit ni desde la negación del mismo, sino desde el deseo de ser parte de la cultura mayoritaria oyente sin que ello implique dejar de pertenecer a una cultura minoritaria. La inclusión en la cultura de las personas que hablan español -en nuestro caso- sólo es posible si se está dentro del idioma; pues es la única manera de compartir los significados sociales que se construyen en el seno de una comunidad lingüística. La escritura y la lectura son estrategias eficaces para que los sordos sean partícipes de las formas de vida vinculadas con el lenguaje que usan sus semejantes.<br>Research aim: to study the development of compensating strategies to the auditory deficit in subjective processes of educational integration in deaf persons.<br/><br/>Method: a case study of five deaf persons who finished higher education was carried out. The starting point was another case study done by said researcher but based on non-participatory observation. The corresponding results took the researcher to the restatement of the research aim into a different perspective: the individuals' integration point of view.<br/>The analysis was performed from three focus of attention: studies on language and its relation to the auditory disability, considerations on the topic of educational integration in said individuals and contributions taken from areas of knowledge closely connected to the biographic-narrative investigation in education.<br/>The research was performed in two consecutive stages. During the first one, five autobiographic writings were analyzed based on a contrastive case study. Following a qualitative focus, two levels of analysis were determined: the author's and the narrator's. The first one refers to the real being who wrote the writings. The second one is a construction arising from the discourse itself and represents the perceptions the researched individuals had on their own integration processes. <br/>The second stage corresponds exactly to the biographic-narrative methodology and studies deeply one of the previous stage cases. <br/>Besides the autobiography, others instruments were used, such as interviews with the autobiographic text author through MSN, other interviews were carried out in situ with primary and secondary teachers at the referenced institutions and others were done with the deaf persons' relatives. Data were processed at a first level of analysis by means of a biogram that was then interpreted at a second level of analysis by means of a narrative report.<br/><br/>Results: the research showed that deaf persons, independently of their auditory loss degree and of their prosthesis development, could overcome -when compensating strategies to the deficit were developed- the obstacles coming from the educational system and became strengthened from their own experiences, thus turning them into the basis for future development. These experiences are built on the base of their own efforts and perseverance, as well as on the institutions' understanding and knowledge of the problem. Integration was shown from the individuals' own perspective who -however having a developed linguistic competence- found out reading as a way of compensating the cultural deficiency caused by deafness. <br/><br/>Conclusions: the results obtained help the construction of a new identity in this group of persons. Such identity defined neither from the deficit nor from its rejection, but from the desire to be part of the hearing majority culture; however, this does not mean they have to abandon the minority culture they belong to. Inclusion in Spanish speaking people's culture -as in this case- is only possible if usage has been acquired because this is the only way to share social meanings built up inside a linguistic community. Writing and reading are effective strategies for deaf people to participate in their fellow men different language related living forms
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Buffa, Maria José Monteiro Benjamin. "A inclusão da criança deficiente auditiva no ensino regular: uma visão do professor de classe comum." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/61/61131/tde-24062008-111505/.
Full textAbstract:
O presente estudo teve como objetivo descrever e analisar a visão dos professores de ensino regular a respeito da inclusão da criança deficiente auditiva em classe comum das escolas da rede de ensino estadual, municipal e particular. Participaram, respondendo um questionário, professores de educação infantil e primeiras séries do ensino fundamental (1ª a 4ª série), selecionados aleatoriamente, num total de 196, sendo 73 de rede estadual, 54 da particular e 69 da municipal. Realizou-se intervenção no ensino fundamental buscando a formação de professores e a inclusão escolar da criança deficiente auditiva. Dos 196 (15,4% do universo) professores questionados, 83,16% (163) são a favor da inclusão da criança deficiente auditiva no ensino regular. A maioria, 56,63% (111), é formada em curso superior, sendo 55,85% (62) destes formados em Pedagogia. Dos professores participantes, 81,62% (160) sentem-se despreparados para atuar com criança deficiente auditiva, apesar de 45,91% (90) já terem atuado com as mesmas. Concluiu-se que os cursos de formação de professores não os preparam devidamente, para o exercício do Magistério conforme as exigências impostas pelo movimento de inclusão escolar; mas, mesmo assim a maioria dos professores é a favor da inclusão da criança deficiente auditiva no ensino regular, desde que sejam tomadas providências para sua real efetivação.<br>The present study aimed at describing and analyzing the viewpoint of the teacher of regular school regarding the inclusion of the hearing impaired child in regular classes of state, municipal and private schools. Teachers from nursery schools and the first years of primary school (1st to 4 th years) were randomly selected to answer to the questionnaire, adding up to 196 teachers, being 73 from state schools, 54 from private schools and 69 from municipal schools. An attempt was made to interfere with primary education, aiming at preparation of the teachers and school inclusion of the hearing impaired child. Among the 196 interviewed teachers (representing 15,4% of the entire population), 83,16% (163) are for the inclusion of the hearing impaired child in regular school. Most teachers, namely 56,63% (111), attended university, and that 55,85% (62) of these have a degree in Pedagogy. A total of 81,62% (160) of the interviewed teachers feel themselves unprepared to deal with a hearing impaired child, even though 45,91 (90) have already worked with them. It was concluded that the courses directed to training of teachers do not provide them proper skills to develop their professorship according to the demands of the school inclusion concept, yet most teachers are in favor of the inclusion of the hearing impaired child in regular school, since proper measures are provided for its actual establishment.
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Gómez, Mejía Liliana, and Ganaha Cinthya Gabriela Shikiya. "Análisis perceptivo auditivo de la voz en profesores de una institución educativa particular del distrito de La Molina." Master's thesis, Pontificia Universidad Católica del Perú, 2017. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10252.
Full textAbstract:
La presente investigación titulada “Análisis perceptivo auditivo de la voz en
profesores de una institución educativa particular del distrito de la Molina”, tiene
como propósito, definir si existe relación entre la calidad de voz y el índice de
desventaja vocal percibida por los profesores.
En el estudio participaron 35 profesores de Ed. básica regular de los tres
niveles, el rango de edad de los participantes fue entre los 27 y 56 años. El registro
fue realizado en la Institución Educativa Particular Santa Felicia de la Molina, se
aplicaron las pruebas en dos sesiones, los instrumentos utilizados fueron GRABS
de Hirano (1981) que permite realizar el análisis perceptivo auditivo del habla y la
voz y; el test Índice de Desventaja Vocal (IDV) de la Dra. Mara Behlau (2009).
El tipo de investigación es descriptiva, porque evalúa las voces de los
profesores y el diseño es correlacional porque estudia la relación que existe entre
las variables: calidad de voz y la percepción de la desventaja vocal. En el hallazgo
final del GRBAS encontramos que 83% de profesores presentan voz sin alteración
mientras que el 17% de profesores presentan voz con alteración, predominando el
dominio orgánico-funcional del IDV.
Los resultados de la investigación nos permiten considerar la importancia
que los profesores lleven dentro de su formación profesional información que les
permita cuidar su voz, conocer su funcionamiento y el uso de técnicas vocales para
que puedan utilizarla de manera óptima sin hacer esfuerzo, a fin de prevenir o
detectar cualquier alteración en la voz de orden funcional u orgánico funcional. Esto coincide con estudios anteriores realizados por otros autores, quienes
señalan que los profesionales de la voz están propensos a desarrollar disfonías
debido a que desconocen cómo cuidar su voz.<br>Tesis
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Villalta, Ramírez Inés Almendra. "Comprensión lectora y memoria auditiva inmediata en estudiantes de sexto grado de primaria de una institución educativa estatal." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2021. https://hdl.handle.net/20.500.12672/16750.
Full textAbstract:
Se estudia la relación entre la comprensión lectora y memoria auditiva inmediata en alumnos de sexto grado de educación primaria de una institución educativa estatal del distrito de Villa el Salvador. Los participantes fueron seleccionados según el criterio no probabilístico de tipo intencionado, siendo un total de 141 estudiantes varones y mujeres. Se realizó la evaluación con el Test de Memoria Auditiva Inmediata (MAI) y la Prueba de Complejidad Lingüística Progresiva Nivel 6 Forma B (CLP-6B), ambos con adaptación a Lima Metropolitana. Los instrumentos fueron aplicados en forma colectiva. El análisis descriptivo de los datos se realizó mediante la distribución de frecuencias, medidas de tendencia central, y la prueba de bondad de ajuste a la curva normal de Kolmogorov – Smirnov, y para el análisis inferencial se hizo uso de la prueba estadística Rho de Spearman. Los resultados indican la existencia de una relación estadísticamente significativa entre la comprensión lectora y la memoria auditiva inmediata.
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Santos, Daniel Arthur Santos dos. "Programas educacionais de promoção da saúde auditiva para crianças e adolescentes: revisão de literatura." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/11938.
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Previous issue date: 2012-10-11<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Introduction: Although not fatal, consequences and implications of hearing loss in the individual, family and community are considerable, reflecting the development of communication skills, social and economic aspects of the individual as well as their quality of life. Research indicates that children and adolescents constantly exposed to high levels of sound pressure can develop a noise-induced hearing loss. Unlike other causes of hearing loss, this type of hearing loss can be prevented if people are taught to take some simple precautions. Through campaigns and educational programs of public awareness about the harmful effects of noise on hearing, the American Speech-Language-Hearing Association (ASHA) and the World Health Organization (WHO) believe that the general public can learn and cultivate healthy hearing habits, however, little is published about awareness and change habits in relation to risk exposure impaired, these children and adolescents, and what has been done to achieve these goals. Objective: To analyze the published literature on educational programs promoting hearing health for children and adolescents. Method: Literature review of educational programs to promote hearing health for children and adolescents, including clinical trials, literature reviews, monographs, dissertations, theses, books, and web sites with search conducted in electronic databases such with: LILACS, PUBMED, SCIELO addition to manual searches medical journals Considerations: All programs are based on content and knowledge of the functioning of hearing, hearing loss, harmful effects of constant exposure to high levels of sound pressure and hearing protection. These programs are conducted in a few meetings and always seek the interactivity and dynamism with children and adolescents through play activities, videos and audios. Some programs improved techniques and structures from others. Unfortunately, what is missing are more published studies of effectiveness and efficiency of the programs reviewed. By analyzing these educational programs, we offer ideas and possibilities, to all the people who want to work, researching, further stimulate the development, implementation and health promotion, in this case, hearing health<br>Introdução: Embora não seja fatal, as consequências e implicações da deficiência auditiva no individuo, na família e na comunidade são consideráveis, refletindo no desenvolvimento das habilidades comunicativas, nos aspectos sociais e econômicos do indivíduo bem como na sua qualidade de vida. Pesquisas apontam que crianças e adolescentes expostos constantemente a níveis elevados de pressão sonora podem desenvolver uma perda auditiva induzida por ruído. Ao contrário das outras causas de perda auditiva, este tipo de perda pode ser evitado se as pessoas forem ensinadas a tomarem algumas precauções simples. Por meio de campanhas e programas educacionais de conscientização pública sobre os efeitos nocivos do ruído na audição, a American Speech-Language-Hearing Association (ASHA) e a World Health Organization (WHO) acreditam que a população em geral e, especialmente crianças e jovens podem aprender e cultivar hábitos auditivos saudáveis. Porém, pouco se publica sobre conscientização e mudanças de hábitos, em relação à exposição a riscos auditivos, a essas crianças e adolescentes e, o que se tem feito para alcançar tais metas. Objetivo: Analisar a literatura publicada sobre programas educacionais de promoção da saúde auditiva para crianças e adolescentes. Método: Revisão da literatura sobre programas educacionais de promoção da saúde auditiva para crianças e adolescentes, incluindo ensaios clínicos, revisão de literatura, resumos, monografias, dissertações, teses, livros e web sites, com busca realizada em bases eletrônicas de dados tais com: LILACS, PUBMED, SCIELO além de buscas manuais em revistas periódicas. Considerações: Todos os programas têm como base e conteúdo o conhecimento do funcionamento da audição, perda auditiva, efeitos nocivos da exposição constante a níveis elevados de pressão sonora e proteção auditiva. Estes programas são realizados em poucos encontros e buscam sempre a interatividade e o dinamismo com as crianças e adolescentes por meio de atividades lúdicas, vídeos e áudios. Alguns programas aperfeiçoaram as técnicas e estruturas de outros. Infelizmente, o que falta são mais estudos publicados de efetividade e eficácia dos programas revistos. Ao analisarmos estes programas educacionais, procuramos oferecer possibilidades e ideias, um norte a todas as pessoas que queiram trabalhar, pesquisar, estimular ainda mais o desenvolvimento, a implementação e a promoção em saúde, neste caso, saúde auditiva
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Vicente, Ana Sofia Ferreira. "Os comportamentos de jogo e o funcionamento sócio-emocional das crianças com perda auditiva." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/27790.
Full textAbstract:
O jogo é um contexto único para o estabelecimento dasinterações sociais. Contudo, ainda
são poucos os estudos empíricos que procuram examinar e comparar os comportamentos
de jogo e a competência social das crianças com PA. Este estudo tem então como
objetivos descrever e comparar os comportamentos de jogo e o funcionamento sócioemocional das crianças com PA e das crianças ouvintes. Participaram no estudo 14
crianças com PA e 35 crianças ouvintes em idade pré-escolar. O funcionamento sócioemocional foi avaliada através do SDQ e os comportamentos de jogo foram avaliados
através de uma adaptação do questionário MCP e da observação sistemática do jogo. Os
resultados revelaram um funcionamento sócio-emocional idêntico entre os grupos e não
diferiram ao nível da qualidade do jogo, nem no tempo despendido a brincar. Os
resultados demonstraram ainda que o jogo de exercício foi mais prevalente no grupo das
crianças com PA comparativamente com as crianças ouvintes; Play Behaviors and Socioemotional Functioning of Children with Hearing Loss
ABSTRACT:
Play is a unique context for the establishment of successful social interactions. However,
there are still few empirical studies that use and analyze the game behavior and social
competence of children with BP. This study aims to describe and compare the modes of
play and socioemotional functioning of children with hearing loss and hearing children.
14 children with hearing loss and 35 hearing children of preschool age participated in the
study. Socioemotional functioning was assessed using the SDQ and play behaviors were
assessed through an adaptation of the MCP questionnaire and systematic observation of
the play. The results revealed an identical socioemotional functioning between the groups
and did not differ in terms of quality of the play, nor in the time spent playing. The results
also showed that the exercise play was more prevalent in the group of children with
hearing loss compared to hearing children.
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Ringborg, Sara. "Waldorf, Montessori, inlärningsstilar och den lärande eleven och dess miljö." Thesis, Linköping University, Department of Educational Science (IUV), 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1225.
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<p>I detta arbete jämför jag Waldorf (muntlig undervisning och eurytmi), Montessori (ser barnet i dess egen utveckling) och förhållningssättet inlärningsstilar (individanpassat klassrum för maximal inlärning). Syftet med arbetet är att beskriva metoderna och att jämföra likheter och skillnader. </p><p>Arbetet är indelat i; en inledande del där jag beskriver syfte, metod och ger en bakgrund till varför jag valt detta ämne, en litteraturdel där jag går igenom de tre metoderna Waldorf, Montessori och inlärningsstilar samt deras syn på den lärande eleven och dess miljö, min egen erfarenhet där jag berättar om hur jag använt och kommit i kontakt med dessa metoder, en undersökning där jag jämför åtta klassers inlärningspreferenser med varandra och därefter presenterar jag min slutdiskussion. </p><p>Min hypotes när jag började detta arbete var att stökiga klasser har en majoritet av kinestetiskt/taktila elever och att dessa kan bli hjälpta av programmet inlärningsstilar. Min hypotes gick inte att bevisa genom detta arbete.</p>
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Anagrius, Maria, and Liv Martinsson. "Digitalisering inom revisionsbranschen : Hur påverkas Revisorsinspektionens utbildningskrav av en alltmer digitaliserad bransch?" Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22439.
Full textAbstract:
Digitaliseringen anses vara en transformerande drivkraft i samhället med en betydande påverkan på revisionsbranschen. Revisionsarbetet utvecklas till att ske alltmer digitalt. Tidigare forskning belyser det faktum att revisorernas kompetensbehov har förändrats till följd av den teknologiska utvecklingen. Syftet med denna studie var att bilda en förståelse kring digitaliseringens påverkan på revisionsbranschen och därmed Revisorsinspektionens (RI) utbildningskrav för auktorisation av revisorer. En kvalitativ forskningsmetod har använts för att besvara studiens syfte och frågeställning. Semistrukturerade intervjuer har utförts med anställda från Revisorsinspektionen samt verksamma revisorer hos Big Four-byråerna. Den insamlade empirin har därefter analyserats utifrån studiens teoretiska referensram. Slutsatserna som dragits visar att digitaliseringen har en betydande påverkan på revisionsbranschen men endast en viss påverkan på Revisorsinspektionens utbildningskrav. De nya kraven från 2018 möjliggör en bredare utbildningsbakgrund hos revisorerna, vilket anses vara fördelaktigt enligt empirin ur ett digitaliseringsperspektiv. Vidare visar studien att det föreligger ett förändringsbehov av Revisorsinspektionens utbildningskrav. Respondenter från revisionsbranschen anser att teknisk grundutbildning är fördelaktigt för revisorer, då stor del av revisionsarbetet sker med digitala arbetsverktyg. I takt med att klienterna även digitaliseras dras slutsatsen att viss teknisk kunskap är nödvändig för att revisorerna skall erhålla en förståelse kring klienternas finansiella information och dess verksamhet. Således anses det från revisionsbranschens håll att teknisk grundkunskap bör implementeras i RI:s utbildningskrav för auktorisation av revisorer. Enligt analys av empiri och den teoretiska referensramen tyder resultatet på att förändringar i utbildningskraven hindras av institutionell tröghet hos Revisorsinspektionen.<br>Digitalization is a transforming force with a significant impact within the auditing industry. The auditing process is developing towards being increasingly digital. Previous research has highlighted that the auditor’s competence needs have changed because of digitalization. The purpose of this paper was to investigate the impact of digitalization within the auditing industry and thereby the Swedish Inspectorate of Auditors’ (SIA) educational requirements for authorization of auditors. A qualitative research method has been used to answer the purpose and research questions of this paper. Interviews have been conducted with employees from the SIA and auditors at the Big Four-firms. The empirical data were analyzed based on the theoretical framework. The conclusions show that digitalization has a significant impact on the auditing industry, but only a certain impact on the SIA’s educational requirements. The new requirements from 2018 enable a wider educational background for auditors, which is considered advantageous for the auditing industry. Furthermore, the study shows that there is a need for change in the SIA’s educational requirements. Respondents from the auditing industry believe that basic technical education is beneficial for auditors, as most of the auditing process is performed by using digital tools. It is concluded that some technical knowledge is necessary for the auditors to gain an understanding of the clients’ financial information and its operations. It is therefore considered that basic technical knowledge should be implemented in the SIA’s educational requirements. However, the result indicates that changes in these requirements are prevented by institutional inertia at the SIA.
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Pitt, Anna Tamsin. "Auditory discrimination in dyslexia : differences between university and non-university educated individuals." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ad1dfcb0-cfe1-4d62-a603-749ccf84a0a9.
Full textAbstract:
It is still unresolved whether individuals with dyslexia suffer non-verbal auditory processing deficits that may explain their phonological problems. Many studies have shown that dyslexic individuals are poor at discriminating pure tones, and this deficit has been attributed to impaired rapid auditory processing. In order to investigate the temporal properties of auditory processing in dyslexia, I have therefore studied the pure tone discrimination abilities of dyslexics, and then analysed the effects of varying interstimulus interval, the amount of frequency difference, and the effect of adding distractor tones during the interstimulus interval. In an investigation of dyslexic individuals’ ability to remember sequences of tones or digits (tonal and digit recognition memory), Rose and Rosner (2005) found that their results were affected by the education their subjects had received. The university educated dyslexics showed little tone discrimination deficit, whereas the dyslexic participants who never attended university showed greater deficits. Therefore, another aim of this thesis was to further study these findings and to identify any auditory processing compensatory mechanisms used by dyslexics who have received higher education. In eight different auditory tasks, the majority of which I programmed, I found strong evidence of non-verbal auditory processing deficits in dyslexic individuals. The comparison of university and non-university groups showed that educational differences had clear effects on many of their abilities, and should not be underestimated. The results showed that: • In general, dyslexics had poorer auditory frequency discrimination than controls. • Dyslexics who did not attend university had lower performance on almost all the auditory tests than the university dyslexic or control groups. • Unexpectedly, university educated dyslexics were less distracted by interrupting tones during frequency discrimination than university educated controls. • In a tone sequence memory task, the university educated dyslexics compensated in their performance to a level not much below that of the university educated controls, and above the controls who did not go to university. • The frequency recognition tasks positively correlated with literacy abilities, and were independent of general intelligence. The strongest correlations were in the non-university dyslexic group. The implications of these results are that not only do dyslexic individuals suffer from a low level, non-linguistic, auditory processing deficit, but those who do not get to university are less able to compensate for these difficulties. It is impossible to say if the higher performance in university educated dyslexics was due to compensation, or if their presence at university was due to a lack of these deficits in the first place. Nevertheless, since university educated dyslexics were better at resisting distractions this may underlie their ability to compensate. These findings could facilitate the creation of new teaching methods to support the development of dyslexics’ compensatory skills and new non-linguistic diagnostic aids. These would help with identifying dyslexia in second languages and enable earlier testing and identification, before reading failure exerts its inevitable negative effects on children’s self-confidence, happiness and future academic potential.
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Piccino, Maria Thereza Raab Forastieri. "Modelo educacional interativo para adolescentes usuários de fones de ouvido." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-02062015-162133/.
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Acredita-se que para educar devemos criar várias maneiras de acesso a informação. Com esse propósito, a Telessaúde em suas diferentes vertentes, envolve atividades como promoção de saúde, educação e assistência. Entre elas a Teleducação Interativa, educação mediada por tecnologia que permite levar a informação para locais distantes. O Projeto Jovem Doutor, utiliza recursos de Teleducação Interativa, com o objetivo de incentivar estudantes a realizarem trabalhos cooperados que promovam a melhoria da saúde e da qualidade de vida das comunidades. Objetivo: Implementar um modelo de educação interativa em saúde sobre o tema Saúde Auditiva, fundamentado na dinâmica do Projeto Jovem Doutor. Material e Métodos: O trabalho foi realizado na Escola Estadual Ada Cariani Avalone, na cidade de Bauru. As atividades foram desenvolvidas em etapas. Primeiramente foi desenvolvido o modelo educacional em saúde auditiva com a elaboração dos materiais educacionais como as aulas presenciais, oficinas presenciais, ambiente virtual de aprendizagem, apresentados aos alunos na plataforma Moodle (AVA). Na etapa seguinte, foi realizada a multiplicação do conhecimento, com o envolvimento dos alunos da escola e também a comunidade. Para mensurar a efetividade da proposta foram utilizados os instrumentos: questionários de avaliação do conhecimento prévio, questionário situação-problema aplicados em dois momentos, pré e pós-capacitação, a Ficha de Pesquisa Motivacional (FPM), e Questionário de Impacto, aplicado após 3 meses de realização do programa. Resultados: Os resultados demonstraram que o programa de capacitação foi eficaz, pois proporcionou aos alunos o conhecimento sobre o tema Saúde Auditiva. Por meio de ações direcionadas, esse conhecimento foi multiplicado à comunidade acadêmica, como também, aos familiares, num total 802 pessoas. Com relação ao Ambiente Virtual de Aprendizagem, 100% dos alunos realizaram as atividades propostas e avaliaram a plataforma Moodle (AVA), como um Curso Impressionante em relação a análise da pesquisa motivacional. Os professores avaliaram como impactantes o interesse dos alunos em cuidar da audição, conscientizar outros colegas, mas não houve mudança de comportamento com relação ao uso dos fones de ouvido. Conclusão: Assim, foi possível concluir que o modelo de educação interativa em saúde sobre o tema Saúde Auditiva foi implementado de forma eficaz, alcançando um índice de satisfação altamente positivo, caracterizada pelo reconhecimento da necessidade da mudança de comportamento no cuidado com a saúde auditiva.<br>Believed to to educate must create several ways to access the information. For this purpose, the Telehealth in its various aspects, involves activities such as health promotion, education and assistance. Including the Interactive Tele-education, education mediated by technology which allows to the information to distant sites. The Young Doctor Project uses interactive Tele-education resources, in order to encourage students to carry out cooperative work to promote improved health and quality of life of communities. Objective: To implement an interactive model of education in health on \"Hearing Health\", based on the dynamics of Young Doctor Project. Methods: The study was conducted in the State School Ada Cariani Avalone in the city of Bauru. The activities were developed in stages. It was first developed the educational model in hearing health with the development of educational materials such as face-to-face workshops, virtual learning environment presented to the students in Moodle (AVA). In the next step, the multiplication of knowledge was carried out with the involvement of the students and also the community. To measure the effectiveness of the proposed instruments were used: evaluation questionnaires prior knowledge, problem situation questionnaire applied in two stages, before and after training, the Survey Form Motivational (FPM), and Impact Questionnaire, applied after 3 months for implementing the program. Results: The results showed that the training program was effective because it provided students with the knowledge on the topic Hearing Health. Through targeted actions, this knowledge was multiplied to the academic community, but also to the families, totaling 802 people. Regarding the Virtual Learning Environment, held 100% of the proposed activities and reviewed the Moodle platform (AVA) as a \"Awesome Course\" for analysis of motivational research. Teachers evaluated as impacting students\' interest in taking care of hearing, educate colleagues, but no behavior change regarding the use of headphones. Conclusion: Thus, it was concluded that the interactive model of education in health on \"Hearing Health\" was implemented effectively, achieving a highly positive satisfaction, characterized by the recognition of the need for care in behavior change on health hearing.
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Sánchez, De La Cruz Janeth Shirley, and Castillo Mariajosé Del Milagro Taboada. "Efectos de un plan de intervención para mejorar la producción de vocales y fonos bilabiales en niños con deficiencia auditiva con implante coclear de un año de edad auditiva pertenecientes al Centro Educativo Fernando Wiese Eslava." Master's thesis, Pontificia Universidad Católica del Perú, 2017. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10264.
Full textAbstract:
El objetivo del presente trabajo de investigación es establecer la
efectividad de la aplicación de una propuesta de intervención para la mejora de la
producción de vocales y fonos bilabiales en niños deficientes auditivos con
implante coclear con un año de edad auditiva. En la presente investigación la
metodología que se empleó es la cualitativa. El tipo de investigación es descriptivo
cualitativo y el diseño es el Estudio de Casos. El grupo estuvo conformado por niños
deficientes auditivos con implante coclear del colegio Fernando Wiesse Eslava
menores de 5 años de edad cronológica y de un año de edad auditiva. El plan fue
aplicado durante 2 meses y medio y consta de 14 sesiones las cuales duraban 45
minutos, también se aplicó dos evaluaciones, una de inicio y una final, que nos
permitió medir los resultados. Los resultados indican concluir que la aplicación del
plan de intervención para mejorar el habla de niños sordos con Implante Coclear
“Hablando mejor” es efectivo ya que permite mejorar la producción de los fonos
bilabiales /b/, /p/, /m/ y las vocales de manera espontánea.<br>The objective of this research is to establish the effectiveness of the
implementation of an intervention proposal to improve vocal production and
bilabials phones in hearing-impaired children with cochlear implant and a year of
hearing age. In this research the methodology used is qualitative. The type of this
research is qualitative descriptive and the design is the study of cases. The study
group is formed of hearing-impaired children with cochlear implant from Fernando
Wiese School, they are children under 5 years of chronological age and one year of
age hearing. The plan was applied for 1 month and 3 weeks and consists of 14
sessions, which lasted 45 minutes; on the other hand, two evaluations, one of
beginning and the other one at the end, which allowed us to measure results. It is
concluded that the implementation of the intervention plan to improve speech of
deaf children with cochlear implant "Speaking best" is effective; it helps improve
the production of vowels and bilabials phones /m/, /b/ and /p/ in their spontaneous
language.<br>Tesis
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Daniel, Justine. "EFFECTS OF BAND AND SEATING PLACEMENT ON THE MOTIVATION AND MUSICAL SELF-ESTEEM OF HIGH SCHOOL WIND MUSICIANS." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151080979.
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Ranney, Todd Edward. "Vocal Preparation For The High School Male (Preparing the High School Male Soloist for Contest/Audition - A Choral Director’s Guide)." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243865443.
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Ñavincopa, Llerena Mariana Lizet, and Contreras Ruth Carolyn Vásquez. "Efectividad del Programa MR-4 en el entrenamiento de la memoria auditiva inmediata para niños del cuarto grado de primaria de una institución educativa particular del distrito de San Miguel." Master's thesis, Pontificia Universidad Católica del Perú, 2014. http://tesis.pucp.edu.pe/repositorio/handle/123456789/5761.
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Este trabajo es importante ya que el programa permite no solo identificar sino también resolver las dificultades de memoria auditiva inmediata de los niños ingresantes, considerando la metodología propuesta por la escuela y el avance progresivo que los estudiantes van mostrando a lo largo de las sesiones. Todo esto con el fin de facilitar el aprendizaje de los estudiantes.
La presente investigación es de enfoque cuantitativo y de tipo cuasi experimental, su objetivo es demostrar la efectividad del programa MR-4 en la aplicación, enseñanza y desarrollo de estrategias para la mejora de la memoria auditiva inmediata en sus tres componentes: memoria asociativa, memoria lógica y memoria numérica, en niños del cuarto grado de primaria.
Para el recojo de información se utilizó el Test de Memoria Auditiva Inmediata (MAI) de Cordero Pando, adaptado por Dioses, Manrique & Segura para Lima Metropolitana en el año 2002.
Se aplicó el test antes de iniciar el programa y luego de concluir el mismo, tanto al grupo experimental como al grupo control con el fin de medir el nivel de rendimiento de la memoria auditiva inmediata en cada uno de sus componentes. La muestra de estudio quedó conformada por 13 niños en cada grupo.
Se implementó el programa MR-4 a los estudiantes que conformaron el grupo experimental y luego de 4 meses se volvió a aplicar el post test a los dos grupos, para así poder analizar los resultados.
Con los resultados de cada participante en las evaluaciones del pre y post test se elaboró una base de datos en MS Excel para posteriormente exportarla al programa Statistical Package of Social Science (SPSS) versión 17, cuidando el ordenamiento y codificación de datos y de las tablas y gráficos obtenidos para la posterior interpretación de resultados. Se trabajaron estadísticos descriptivos y de normalidad para cada variable, y se realizó una prueba t para muestras independientes a fin de comparar los grupos con relación a la memoria auditiva y sus componentes, tanto antes como después de la intervención. Finalmente, se calculó el tamaño del efecto mediante un módulo específico (Dominguez, en prensa) y la potencia estadística mediante el programa G*Power3.1.7 (Faul, Erdfelder, Lang & Buchner, 2007).
Como resultado se sostiene que el programa MR-4 es efectivo en el mejoramiento de la memoria auditiva inmediata (en sus tres componentes: memoria lógica, memoria numérica y memoria asociativa) en niños del 4° grado de una institución educativa privada del distrito de San Miguel.<br>It is an important job because MR-4 program lets identify and solve immediate auditory memory ‘difficulties in new students, taking into consideration the school methodology and the students ‘upgrading shown during the lessons. Everything done with the purpose to helps students ‘learning.
This is a quantitative and quasi-experimental investigation. The main objective is to demonstrate the MR-4 program´s efficacy in the implementation, teaching and development of strategies with the intention to improve fourth grade students´ immediate auditory memory and its three components: logical memory, numeric memory, and associative memory.
To collect information, the investigators used the immediate auditory memory test from Cordero Pando, adapted by Dioses, Manrique & Segura for Lima Downtown in 2002. The test was applied at the beginning and at the end of the program to the control and the experimental groups with the intention to evaluate the immediate auditory memory and each one of its components in fourth grade students. Each group had formed by thirteen students each one.
The experimental group took the MR-4 program. The investigators gave the MAI test to the students from the control and experimental groups four months later, with the objective to analyze the results and look for reasons that explain them.
Taking each result from the pretest and posttest into consideration, the researchers did a data base in MS Excel program in order to export it to the Statistical Package of Social Science (SPSS) program, 17th version. There were worked descriptive statistics and the normality of each variable, and it was done a T test for independent samples. This statistical process was done with the intention to compare the improvement of each group in immediate auditory memory and its components before and after applying the program. Afterwards, the researchers estimated the size of the effect through a specific module (Domínguez, in press) and the power through G*Power 3.1.7 program (Faul, Erdfelder, Lang & Buchner, 2007).
As a final result, it was confirmed that MR-4 program is efficient on improving immediate auditory memory and its three parts (logical memory, numeric memory, and associative memory) in fourth grade students from a private school located in San Miguel district.<br>Tesis
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Rönnholm, Carita. "I de visuella och de auditiva klassrumsmiljöerna på särskolor och grundskolor : En jämförande studie om lärarnas koncentrationsfrämjande metoder." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49899.
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Detta är en kvalitativ studie med syfte att jämföra hur lärarna främjar elevernas koncentrationsförmågor och utreda eventuella uppkomna dilemman avseende tillämpningen, men även att undersöka vilka skillnader som uppstår i de auditiva och de visuella klassrumsmiljöerna på grundskolor respektive särskolor. Den tidigare forskningen, det systemteoretiska perspektivet och tio halvstrukturerade fenomenologiskt inriktade intervjuer till grund för denna genomförda studie. Den tidigare forskningen innefattar olika aspekter och metoder som hämmar respektive främjar koncentrationsförmågan i de auditiva och de visuella klassrumsmiljöerna. Intervjuerna har utförts tillsammans med lärare från fem särskolor från lågstadiet, mellanstadiet och en gymnasiesärskola och de fem lärarna från grundskolorna är yrkesverksamma på lågstadiet, mellanstadiet och högstadiet. Intervjuernas svar innefattar skillnader mellan de båda skolformerna, uppkomna dilemman och koncentrationsfrämjande metoder i de auditiva och de visuella klassrumsmiljöerna. Resultaten påvisar att metoderna som lärarna använder i de visuella och de auditiva miljöerna i klassrummen avser olika sorters möbleringar med och utan skärmväggar, struktur, att lyssna på musik, tennisbollar på stolsbenen och fysisk aktivitet. Belysningen, förhöjda ljudnivåer, möblerna, möbelinköp, bildstöd och ljudabsorberande klassrum är de aspekter som orsakar olika dilemman avseende elevernas förmåga till koncentration i klassrummen. De skillnader som återfinns mellan de båda skolformerna är elevantalet, möbleringsmetoderna, möblerna, att grundskoleeleverna oftare har bänkgrannar och att särskolans elever har en större handlingsfrihet än vad eleverna i grundskolorna har.
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Carvalho, Vânia Lúcia Corradi. "Efeitos da dramatização sobre compreensão oral de histórias infantis por alunos com deficiência auditiva." Universidade Federal de São Carlos, 2004. https://repositorio.ufscar.br/handle/ufscar/3026.
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Previous issue date: 2004-07-27<br>The scholar integration proposal demands that the school organize itself to facilitate the
access for students with hearing impairment to the curriculum, allowing them, under those
circumstances, to have educational opportunities to reach enough knowledge to perform
their citizenship. The educational needs of these students demand effort of educators
providing them a flexibility of the instruction resources, making feasible the opportunities
of learning that take into account their singularity, especially related to communication.
This paper had as the main objective an assessment to evaluate the effectiveness of the use
of fairy tale dramatization, as an educational strategy to provide an improvement of the oral
comprehension of stories for five students with hearing impairment, aged between 7 and
13, enrolled on a public school. It was used an experimental multiple baseline design
between individuals, which started with an assessment of previous knowledge that each
participant had; hearing impairment, previous knowledge about the fairy tale, followed by
the participation of each one in a training with a pedagogical activity and in the end a
dramatization related to the fairy tale. These activities were performed by each student in
different moments, in a same group composed of four no-hearing-impairment participants.
The data were collected by video and/or tape recordings. One statistical descriptive analysis
was applied, by comparing the previous knowledge that each student with hearing
impairment had about the fairy tale, before and after the achievement of both pedagogical
activities and dramatization. The results showed that the participants who had been exposed
to the two posterior interventions showed more improvement in performing the assessment
tests of the fairy tale oral comprehension, as much in the evaluations accomplished after the
introduction of the pedagogical support activity as after the dramatization activity.
Although the two interventions had promoted improvement in this performance, there were
differences in the magnitude of the change when it was compared with each individual
among themselves, or in the student himself, the effect of the two strategies (pedagogical
support and dramatization). The inter and intra-individual rate differences suggest that
individuals benefited themselves in different ways when the two teaching strategies were
used, and it seems to point toward that there is no superiority of one strategy over another,
what implies the importance in diversifying the teaching instruction to fulfill the individual
particularities in learning condition of students with hearing impairment.<br>A proposta de integração escolar exige que a escola se organize para facilitar o acesso
dos alunos com deficiência auditiva ao currículo, permitindo, assim, que eles tenham
oportunidades educacionais na aquisição de conhecimentos necessários, para o
exercício de sua cidadania. As necessidades educacionais desses alunos exigem que os
educadores proporcionem a eles uma flexibilização dos recursos instrucionais,
viabilizando oportunidades de aprendizagem que considerem a sua singularidade,
especialmente em relação à comunicação. Este estudo teve por objetivo principal
avaliar a efetividade da utilização da dramatização de uma história infantil, como uma
estratégia educacional para promover a melhora da compreensão oral de histórias por
cinco alunos com deficiência auditiva, com idade entre 7 e 13 anos, matriculados em
uma escola pública. Foi utilizado um delineamento experimental de linha de base
múltipla entre sujeitos, o qual iniciou-se com a avaliação do conhecimento prévio que
cada participante portador de deficiência auditiva tinha da História, prosseguiu com a
participação de cada um deles em treino via atividade pedagógica e, posteriormente, via
dramatização referente à História, sendo que essas atividades foram realizadas com
cada um deles em momentos diferentes, embora com um mesmo grupo composto por
quatro participantes ouvintes. Os dados foram coletados através da gravação em vídeo
e/ou áudio. Aos resultados aplicou-se uma análise estatística descritiva, comparando-se
o conhecimento prévio que cada aluno com deficiência auditiva tinha da História, antes
e após a realização das atividades pedagógicas e de dramatização. Os resultados
demonstraram que os participantes que foram submetidos às duas intervenções
subseqüentes apresentaram melhora no desempenho em testes de avaliação da
compreensão oral da História, tanto nas avaliações realizadas após a introdução da
atividade de apoio pedagógico, quanto após a atividade de dramatização. Embora as
duas intervenções tenham promovido melhora no desempenho, houve diferenças na
magnitude da mudança quando se comparam os diferentes sujeitos entre si, ou no
mesmo sujeito. As diferenças inter e intra-sujeitos sugerem que os indivíduos se
beneficiaram de forma diferente quando as duas estratégias de ensino foram utilizadas,
e isso parece indicar que não há superioridade de uma estratégia sobre a outra, o que
implica na importância de diversificar o ensino, a fim de atender às especificidades
individuais no estilo de aprendizagem de alunos com deficiência auditiva.
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Soares, Carlos Henrique. "Educação, surdez e identidades : uma análise sobre perspectivas teóricas e processos de invenção." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168810.
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A presente pesquisa tem como objetivo central analisar e discutir a educação associada à surdez e à deficiência auditiva, levando em consideração a existência de polarizações que se expressam nas perspectivas teóricas predominantes – clínico-terapêutica e socioantropológica – e buscando compreender seus efeitos no processo de configuração de serviços educacionais para alunos que apresentam essas características no âmbito da Educação Básica brasileira. O interesse em pesquisar essa temática é justificado pela ocorrência de mudanças na legislação educacional que indicam que a educação desses alunos deve ocorrer nas salas de aula comum do Ensino Regular. A base teórica utilizada se associa às reflexões do pensamento sistêmico propostas por Gregory Bateson, Humberto Maturana, Francisco Varela e Fritjof Capra. Buscou-se, ainda, apoio na abordagem do Ciclo de Políticas formulada pelos sociólogos Stephen Ball e Richard Bowe. Este estudo foi conduzido por meio de uma pesquisa qualitativa, utilizando como instrumentos metodológicos a análise documental associada à revisão bibliográfica e a análise de indicadores educacionais de três diferentes contextos regionais – Rio Grande do Sul, São Paulo e Espírito Santo. Pode-se identificar alterações na educação desses alunos relacionadas ao aumento das matrículas no Ensino Regular e à redução das matrículas no Ensino Especial, com maior ênfase nos estados do Espírito Santo e de São Paulo e em menor proporção no estado do Rio Grande do Sul. Em relação à análise da produção acadêmica desenvolvida pelos Programas de Pós-graduação em Educação da UFRGS e da UFES e pelo Programa de Pós-Graduação em Educação Especial da UFSCar, o estudo identificou que as temáticas investigadas com maior frequência mostram sintonia com as alterações que ocorreram nos contextos de referência de cada programa. Nesse sentido, contrariando a tendência estabelecida pelos pesquisadores da UFES e da UFSCar, a maior parte dos pesquisadores vinculados à UFRGS se posicionou de forma crítica às atuais diretrizes governamentais, defendendo o discurso da “diferença cultural”, da “identidade surda” e da escola especial para surdos. Diante de tais indícios, o desenvolvimento da pesquisa acabou identificando que esse modelo de “identidade surda” defendido pelos pesquisadores da UFRGS ganha espaço e notoriedade no contexto do Rio Grande do Sul porque se associa ao mesmo padrão de organização do modelo de “identidade gaúcha”, que, segundo estudos históricos e antropológicos realizados por Ruben Oliven e Tau Golin, é permeado por processos apreciativos que negligenciam muitas interrogações acerca de sua pluralidade constitutiva. Discutiu-se, ao fim da presente pesquisa, que essa tendência discursiva produz efeitos na oferta de serviços educacionais a alunos surdos porque legitima a difusão de um ideal de sujeito surdo como aquele que usa língua de sinais, sem admitir a existência de grandes singularidades e subgrupos na identificação dessas pessoas.<br>This essay main goal is to analyze and discuss educational aspects related to deafness and hearing deficiency considering the existence of polarized ideas in the two major theoretical perspectives – clinic-therapeutic and social-anthropological – concerning the subject, and aiming to comprehend the effects those perspectives have on the process of configuration of the educational services focused on deaf and hard of hearing students enrolled in Brazilian Basic Educational system. My interest on doing a research concerning this subject is justified by the changes that occurred in the educational legislation. Those changes indicate that the education of deaf and hard of hearing students must happen in normal classrooms of the Regular School. The theoretical basis used in this work is combined to the analysis of the systemic thinking proposed by Gregory Bateson, Humberto Maturana, Francisco Varela and Fritjof Capra. Yet, I sought support on the Policy Cycle approach postulated by Stephen Ball and Richard Bowe. This essay consists of a qualitative research, using as methodological instruments documental analysis associated to a literature review and also analysis of educational indices from three distinct regional contexts – Rio Grande do Sul, São Paulo and Espírito Santo. One can observe that the changes on the educational approach towards deaf and hard of hearing studentes are related to an increase of enrollments in the Regular School and to a decrease of enrollments in the Special Education, what occurred in larger scale in São Paulo and Espírito Santo and in a less wide movement in the state of Rio Grande do Sul. Regarding the analysis of academic essays developed by UFRGS and UFES Post-Graduation Programs in Education and by UFSCar Post-Graduation Program in Special Education, this study identified that the most investigated subjects are in concordance with the changings that happened on the reference context of each program. This way, opposing certain inclination sustained by UFES’ and UFSCar’s researchers, most of UFRGS’ researchers were criticals of today’s governmental guidelines, positioning themselves in defense of a speech that concerns aspects such as “cultural differences”, “deaf identity” and special schools for the deaf. Taking those traces into consideration, the development of this essay found that this model of “deaf identity” defended by UFRGS’ researchers finds room and notoriety in Rio Grande do Sul’s context mainly because it has the same organizational pattern as the “gaucho identity” model, which – according to historical and anthropological studies published by Ruben Oliven and Tau Golin – is permeated by appreciative processes that neglect many questions about its constitutive plurality. In the end of this research, it is discussed how this discursive tendency affects the offer of educational services to deaf students, once it legitimizes the propagation of an idea of deaf person as being the person that uses sign languages, not admitting the existance of huge singularities and subgroups within these people’s identity construction process.
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Faria, Luciana Carolina Fernandes de. "Da sala de estar à sala de aula: Educação Musical por meio de jogos eletrônicos." Universidade do Oeste Paulista, 2014. http://bdtd.unoeste.br:8080/tede/handle/tede/160.
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Previous issue date: 2014-02-04<br>A presente dissertação foi desenvolvida no Programa de Mestrado em Educação, na linha de pesquisa Formação e Prática Pedagógica do Profissional Docente , da Universidade do Oeste Paulista. Esse trabalho tem como objetivo analisar o uso de jogos eletrônicos como recurso pedagógico para promover, por meio da Educação Musical, o desenvolvimento da percepção auditiva do aluno. Partindo da sensibilidade auditiva quanto aos parâmetros sonoros (Altura, Duração, Intensidade e Timbre), analisamos o uso dos Jogos Eletrônicos Wii Music (com a modalidade Pitch Perfect) e Let s Tap (com a modalidade Rhythm Tap), ambos para o console Wii da Nintendo (2006), como ferramentas metodológicas no estudo de música no contexto da Educação Básica. Buscamos, também, verificar a possibilidade de, por eles, oferecer um ambiente rico, envolvente e prazeroso de aprendizagem, além de possibilitar uma percepção auditiva aguçada para reconhecer e compreender os referidos parâmetros sonoros. Foram participantes 12 alunos, de 12 a 14 anos, que cursaram, em 2012, o sexto ano do ensino fundamental de uma escola pública na cidade de Presidente Prudente. A pesquisa teve a característica de uma investigação qualitativa, do tipo descritivo-interpretativa. Como procedimento metodológico, contou com 4 fases. Na primeira fase, foi utilizado um questionário inicial com questões abertas para diagnosticar a capacidade auditiva e possíveis conhecimentos musicais dos alunos. Nas segunda e terceira fases, respectivamente, os alunos estiveram em contato com cada um dos jogos, jogando em duplas e individualmente, mediante observação de sistema aberto. Por fim, na quarta fase, foi realizado um questionário final, o mesmo aplicado na primeira fase, a fim de determinar a presença e a natureza das mudanças conseguidas após a prática dos jogos. Como resultado, constatamos que as respostas dos alunos foram mais precisas e apresentaram melhor qualidade de detalhes, indicando-nos desenvolvimento cognitivo e perceptivo em relação aos parâmetros do som. Assim, verificamos que o ato de jogar um jogo eletrônico na escola produziu aprendizagem musical e grande prazer e interesse. Usar o jogo eletrônico como ferramenta metodológica se mostrou uma forma de envolver o aluno em seu processo de aprendizagem, possibilitando, assim, uma formação autônoma.
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Contreras, Serrano Rocío Milagros, and Valencia Nicole Stephany Guerra. "Estudio comparativo sobre la expresión verbal y la asociación auditiva en grupos de niños de 4 y 5 años de distinta gestión educativa." Master's thesis, Pontificia Universidad Católica del Perú, 2016. http://tesis.pucp.edu.pe/repositorio/handle/123456789/7659.
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La presente investigación titulada “Estudio comparativo sobre la Expresión Verbal y la Asociación Auditiva en grupos de niños de 4 y 5 años de distinta Gestión Educativa”, tiene por objeto conocer las diferencias existentes en la fluidez verbal y en la asociación auditiva en los niños de 4 y 5 años pertenecientes a una Institución Educativa pública y privada del distrito de la Molina.
Para el recojo de la información se utilizaron los Subtest de Asociación Auditiva y Expresión Verbal del Test de Illinois de Aptitudes Psicolingüísticas (ITPA), adaptado por Arriaga, Saldarriaga & Vargas en niños de 4 a 7 años de diferente nivel socioeconómico de Lima Metropolitana en el año 2011.
El primer Subtest evalúa la capacidad de los niños y niñas para completar analogías verbales que van en grado creciente de dificultad mientras que el segundo evalúa la habilidad para expresar conceptos durante un minuto en relación con cuatro campos semánticos.
Los resultados demostraron la existencia de diferencias significativas entre los niños y niñas de distinta gestión educativa, a favor de los que pertenecen a una Institución Educativa privada.<br>This research study entitled “Comparative study on the verbal expression and auditory association in groups of children for 4 and 5 years of different school management”, aims to understand the comparative differences in verbal fluency and auditory association in children from 4 to 5 years belonging to public and private educational institution in the district of la Molina.
In this research, the subtests of auditory association and verbal expression of adaptation and psychometric standardization of Illinois Test of Psycholinguistic Aptitudes–ITPA were used in children from 4 to 7 years of different socioeconomic status residents in Lima. The first of them evaluates the ability of children to make verbal analogies and the second one evaluates the verbal fluency in children from 4 grammatical categories.
The results demonstrated the existence of significant differences between children of different educational management, showing better performance on children belonging to a private educational institution, due to the diversity of educational opportunities provided for a domain semantic lexicon.<br>Tesis
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Pinglo, Balarezo Karina Melissa. "Memoria Auditiva Inmediata y Comprensión Lectora en Estudiantes de Quinto y Sexto Grado de una Institución Educativa Particular del Distrito de San Borja." Master's thesis, Universidad Ricardo Palma, 2016. http://cybertesis.urp.edu.pe/handle/urp/1241.
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El objetivo del presente estudio radica en conocer la relación entre la memoria auditiva inmediata y la comprensión lectora. Los estudiantes de la muestra fueron seleccionados según el criterio no probabilístico de tipo intencionado; estuvo conformada por 158 alumnos de quinto grado y 159 alumnos de sexto grado de ambos sexos de una institución educativa particular ubicado en el distrito de San Borja, quienes fueron evaluados con el Test de Memoria Auditiva Inmediata y con la Prueba de Complejidad Lingüística Progresiva (CLP) Nivel 5 y 6 Forma A, ambos adaptados en Lima Metropolitana. La aplicación de los instrumentos se realizó en forma colectiva.
Los resultados mostraron una correlación estadísticamente significativa entre la comprensión lectora y la memoria auditiva inmediata en el grupo de sexto grado; sin embargo en el grupo de estudiantes de quinto grado no se encontró relación entre ambas variables. Por lo tanto se determina que no existe una relación estadísticamente significativa entre la memoria auditiva inmediata y la comprensión lectora.
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Suissa, Dédé. "Langage et apprentissage en éducation musicale à l'école et en formation professionnelle : un exemple dans une situation de production sonore et d’analyse auditive." Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0366/document.
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A l’heure actuelle, des didacticiens des diverses disciplines s’interrogent sur les pratiqueslangagières mises en oeuvre pour penser, pour négocier des significations et stabiliser dessavoirs au sein des contextes scolaires (Jaubert, Rebière). Participant à cette recherche enéducation musicale, l’objet de cette étude porte sur l’analyse de « l’outil » langage (oral etécrit), à la fois linguistique et musical, dans l’acquisition des connaissances des élèves del'école et/ou des étudiants pour le professorat des écoles. Il s’inscrit dans une perspectivehistorique et culturelle, qui voit dans le langage un outil de conceptualisation<br>At the moment, didacticiens of the diverse disciplines wonders about the linguistic practicesoperated to think, to negotiate meanings and stabilize knowledges within the school contexts(Jaubert, Rebière). Participating in this research in musical education, the object of thisstudy concerns the analysis of " the tool " language (oral and paper), at the same timelinguistic and musical, in the acquisition of the knowledge of the pupils of the school and thestudents for the teaching profession of schools. It joins in a historical and culturalperspective, which sees in the language a tool of conceptualization
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Falkoski, Fernanda Cristina. "Análise do processo de comunicação de pessoas com surdocegueira congênita a partir da produção e do uso de recursos de comunicação alternativa." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/165681.
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Esta pesquisa teve como objetivo geral compreender como ocorre o processo de comunicação de pessoas com surdocegueira congênita a partir da produção e do uso de recursos de comunicação alternativa. Foram utilizados como referencial teórico os estudos de Maia (2004, 2011), Galvão (2010), Keller (2008), Cormedi (2011, 2012), Cambruzzi (2007) e Silva (2012). Para conhecimento do campo teórico, foram realizadas buscas nas plataformas: Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd), Banco de Teses e Dissertações da CAPES e SciELO. Essas buscas ocorreram em tessitura com a prospecção de dados sobre a matrícula de alunos com surdocegueira em escolas do Estado do Rio Grande do Sul, a partir das informações constantes no site do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) e do contato com a Secretaria de Educação Especial do Estado do Rio Grande do Sul (SEDUC), com a Fundação de Articulação e Desenvolvimento de Políticas Públicas para Pessoas com Deficiência e com Altas Habilidades no Rio Grande do Sul (FADERS) e com gestores de municípios. A partir das informações obtidas dos dados do INEP, foram selecionadas duas crianças com surdocegueira congênita. Em consequência, suas famílias e professoras também foram envolvidas na pesquisa. Os critérios de seleção foram ser uma criança com surdocegueira e estar matriculada nos anos iniciais do Ensino Fundamental de alguma escola do Estado do Rio Grande do Sul. A metodologia de pesquisa constituiu-se por 10 encontros com os alunos na escola. A fim de identificar estratégias e recursos utilizados em situações comunicativas, foram utilizados quatro instrumentos: construção de mapas, visitas realizadas nas casas das crianças, entrevistas com as professoras e observações. Os resultados das observações evidenciaram que os mediadores: família e professoras tinham formas de se comunicar com as crianças, algumas ações e reações eram percebidas com sentido e significado, mas não havia reconhecimento disso. Essas formas de comunicação expressiva e receptiva precisavam ser reconhecidas como tal pelos interlocutores. As crianças estavam em momentos diferentes do processo comunicacional. A menina se valia da baixa visão para a comunicação, e o menino, dos demais sentidos (principalmente, tato e olfato). Esta pesquisa proporcionou diversos aprendizados, entre eles: compreender que a comunicação muitas vezes precisa ser descoberta pelo mediador, pois as crianças oferecem indícios e possibilidades comunicacionais a serem reconhecidas e nomeadas; existem diferentes recursos que podem ser utilizados pelas e com as crianças; as famílias dispõem de formas de comunicação e informações sobre as crianças que podem auxiliar no processo de comunicação. A pesquisa também indica a importância do uso da comunicação alternativa por meio de objetos de referência e fotografias no sistema de calendários, organizando a rotina e proporcionando a antecipação das atividades e das ações das crianças.<br>This research aimed to understand how the communication process happens between people with congenital deafblindness, as of the production and use of alternative communication resources. The utilized theoretical references were the studies of Maia (2004, 2011), Galvão (2010), Keller (2008), Cormedi (2011, 2012), Cambruzzi (2007) and Silva (2012). For the theoretical field knowledge, the following searches were performed on the platforms: National Association of Graduate Studies and Research in Education (Associação Nacional de Pós-Graduação e Pesquisa em Educação - ANPEd), Theses and Dissertations Bank of CAPES (Banco de Teses e Dissertações da CAPES) and SciELO. Those searches were intervened with the data collection on the enrollment of students with deafblindness in schools in the State of Rio Grande do Sul, from the information contained in INEP's (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira) website and from the contacts with the Department of Special Education of the State of Rio Grande do Sul (SEDUC), the Foundation for Articulation and Development of Public Policies for People with Disabilities and with High Abilities in Rio Grande do Sul (FADERS) and with public managers of municipalities. From the information obtained from INEP data, two children with congenital deafblindness were selected. As a result, their families and teachers were also involved in the research. The selection criteria were to be a child with deafblindness and to be enrolled in the initial years of the Elementary School of any school in the State of Rio Grande do Sul. The methodology consisted of 10 meetings with the students at school. In order to identify strategies and resources used in communicative situations, we used four instruments: map construction, visits in the children's homes, interviews with teachers and observations. The results of the observations showed that the mediators family and teachers have their own ways of communicating with children; some actions and reactions were perceived with meaning and significance, but there was no recognition of it. These forms of expressive and receptive communication needed to be recognized as such by the interlocutors. The children were at different times of the communicational process. The girl took advantage of the low vision for communication, and the boy used the other senses (mainly touch and smell). This research has provided several lessons, such as: understanding that communication often needs to be discovered by the mediator, because children provide evidence and communicational possibilities to be recognized and named; there are different features that can be used by and with the children; the families have forms of communication and information about the children which can assist in the communication process. The research also indicates the importance of using the alternative communication by means of reference objects and pictures in the calendar system, which organizes the children's routine and enables their anticipation of activities and actions.
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Carvalho, José Luiz Brito de. "Promoção da saúde em ensino fundamental: ações de teleducação em Fonoaudiologia na inclusão escolar." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-01112012-173439/.
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No âmbito da intervenção fonoaudiológica, pode-se citar a promoção da saúde em ambientes escolares como uma prática que agrega o conhecimento em saúde na formação educacional priorizando não só a prevenção dos distúrbios da comunicação humana, como também de outras alterações, como por exemplo as de origem genética que estão associadas às áreas de atuação correlatas da fonoaudiologia. Este estudo teve como objetivo avaliar um programa de capacitação em síndromes genéticas para alunos do ensino fundamental, visando à promoção da saúde e a inclusão do portador de necessidade especial no âmbito escolar. O estudo foi realizado em 2 escolas do município de Manaus-AM, sendo uma da rede pública e a outra de rede particular de ensino fundamental. Participaram deste estudo 24 alunos do 9ª ano de ambos os sexos, na faixa etária de 13 à 15 anos. A avaliação do programa de capacitação teve duração em média de 3 meses e foi dividido em 3 etapas, executadas em atividades presenciais I e II e uma atividade à distância com temas de síndrome genética e inclusão social. As atividades presenciais foram realizadas em horários distintos em cada escola participante. Enquanto que a atividade à distância foi realizada em dias pré determinados para o acesso a plataforma de Teleducação, utilizando o Cybertutor. A metodologia adotada foi o do Projeto Jovem Doutor, que com sua dinâmica desperta interesses de escolares por abordar temas de saúde em âmbito escolar utilizando diferentes e atualizados materiais educacionais. Após o período de capacitação os participantes do G1 e G2 foram intitulados Jovens Doutores e como parte do programa multiplicaram o conhecimento nas respectivas escolas. Todos os participantes receberam jaleco grafado com o símbolo do projeto e certificado de participação. Para avaliar a efetividade do programa, utilizou-se os seguintes instrumentos: Questionário Situação Problema (QSP); Escala Lickert de Atitudes Sociais em Relação à Inclusão Social (ELASI) e a Ficha de Pesquisa Motivacional (FPM). De acordo com os resultados das avaliações pré e pós-teste dos instrumentos de avaliações utilizados, (QSP) e (ELASI), o programa de capacitação teve resultados efetivos para a aquisição do conhecimento e propiciou atitudes favoráveis frente à inclusão dos indivíduos com necessidades especiais. Em relação a (FPM), seus achados confirmam o alto índice da satisfação dos participantes em relação à Teleducação Interativa avaliando como impressionante. A aplicação deste modelo de capacitação, com atividades presenciais e a atividades à distância mostrou ser um programa eficiente de educação em síndromes genéticas para alunos do ensino fundamental. A utilização da metodologia do Projeto Jovem Doutor, motivou os alunos a realizarem a multiplicação do conhecimento adquirido em suas escolas. As atitudes sociais dos participantes mostram-se mais inclusivas após o programa de capacitação. Os recursos tecnológicos utilizados foram adequados, assim contribuindo de forma primordial para sustentabilidade deste estudo.<br>In the context of speech therapy, can be quote the promotion of health into school environments as a practice that adds the health knowledge in the educational background, prioritizing not only the prevention to disorders of human communication, as well others changes, such as genetic origin that are associated to areas of related activities of speech therapy. This study has as objective to evaluate a training program on genetic syndromes for elementary students, aiming to promote the health and inclusion of patients with special needs of school settings. The study was conducted in two schools located in city of Manaus-AM, being a public school and another private school. Twenty four students of both sex aged 13 to 15 years old and coursing 9th year in high school participated of this study. The mean duration of the training program evaluation was about three months, and it was split in three phases, carried out in class room activities I and II, and also an activity remotely with themes of social inclusion and genetic syndrome. The classroom activities were carried out at different times for each participating school. Whereas distance activity was carried out on predetermined days for the access to Tele-education platform, by using the Cybertutor. The methodology was the Young Doctor Project, by the dynamic itself awakens interests of students for addressing health issues in school scope through different and actual educational materials. After the capacitating period, the participants of the G1 and G2 were entitled Young Doctors, and as program part they multiplied the knowledge into respective schools. All participants received written jacket with symbol of the project and certificate of participation. In order to evaluate the effectiveness of the program, it was used the following instruments: Problem Situation Survey (QSP), Lickert Scale of Social Attitudes in Relation to Social Inclusion (ELASI), and Motivational Survey Form (FPM). According to results of pre and post test evaluation, QSP and ELASI, the training program showed effectiveness results to acquire knowledge and provide favorable attitudes toward inclusion of individuals with special needs. Regarding to FPM, its results shows high satisfaction index of participants in relation to Interactive Tele-education evaluating as impressive result. The application of this training model, as presential activities and distance activities, proved to be an efficient program of education in genetic syndromes to elementary students. The utilization of Young Doctor Project as methodology has motivated students to conduct the multiplication of the knowledge acquired in schools. The social attitudes of the participants are more inclusive after training program. The technological resources used were adequate, thus contributing primary to sustainability of this study.
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RIBEIRO, Adriana Naves Resende. "O deficiente auditivo na escola regular: um estudo do reconhecimento de alunos(as) e de professores(as) do ensino público fundamental em Monte Carmelo, MG." UNIUBE, 2012. https://repositorio.ufsc.br/handle/123456789/190701.
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Trata-se de uma pesquisa sobre a condição de alunos não-ouvintes na escola pública regular.
O trabalho tem como objetivos investigar, a partir de três escolas da cidade de Monte
Carmelo, MG, as percepções de professores(as) e de alunos(as) ouvintes e surdos sobre a
diversidade em geral e sobre a condição de pessoa identificada como “deficiente auditiva” em
especial. A investigação foi realizada a partir de uma perspectiva etnográfica, dando destaque
à imersão em campo e à observação sistematizada do cotidiano escolar. O aprimoramento
teórico das questões de fundo realizou-se a partir de um programa de leituras que envolveram
as discussões da educação para a diversidade e da existência de uma cultura surda. Além da
pesquisa em fontes bibliográficas e documentais, e da observação direta, o levantamento dos
dados realizou-se ainda por meio da aplicação de questionários mistos e de entrevistas
semiestruturadas, utilizando-se, assim, a técnica da Triangulação. No capítulo 1 é feito um
levantamento do tratamento historicamente reservado aos surdos no Ocidente, com ênfase: na
ação de ideologias negadoras da diversidade; na existência, no Brasil, de uma disputa de entre
Oralismo e Língua Brasileira de Sinais (LIBRAS); e, nos processos que levaram à fundação
das Associações dos Surdos em diversas regiões do país e em especial em Minas Gerais. No
capítulo 2 faz-se a apresentação do lócus da investigação, iniciando com uma
contextualização sócio-histórica e cultural da cidade de Monte Carmelo, MG até a
apresentação das escolas e de aspectos de seus Projetos Político Pedagógicos diretamente
referentes ao tema. No capítulo 3 são apresentadas e discutidas percepções de professores(as)
e de alunos(as) ouvintes acerca da surdez e da criança/adolescente surdo inserido no ensino
regular. Ao final, a partir de entrevistas com os(as) alunos(as) surdos e seus familiares
propõem-se uma discussão da normalização das diferenças observável na negação das
identidades surdas (também) no âmbito escolar.
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Mesquita, Costa Louise. "As representações sociais: como elas moldam a realidade surda." Niterói, 2017. https://app.uff.br/riuff/handle/1/4031.
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Dissertação de Mestrado Louise.pdf: 2225259 bytes, checksum: 6a4e48b5f74ac5e0ade0d04d7122f7a6 (MD5)<br>Secretaria de Educação do Estado do Rio de Janeiro - Santo Cristo, SEE/RJ<br>No Brasil, políticas educacionais recentes sugerem a desigualdade de tratamento com o intuito de suprir as diferentes necessidades dos alunos. Dessa forma, a escola pode restituir uma igualdade. No caso dos surdos, esse tratamento desigual envolve a oferta da educação bilíngue. Visto que ela ainda não é uma realidade, são altos os índices de reprovação e de evasão escolar. Este trabalho tem por objetivo mostrar como as representações sociais de surdo e de surdez é um dos fatores que geram este problema, uma vez que moldam políticas educacionais e linguísticas. É feito um estudo de caso. O Colégio Estadual Pandiá Calógeras, situado em São Gonçalo, Rio de Janeiro, é o caso escolhido. São descritas e analisadas as ações desta escola no ano de 2009, o segundo ano de inclusão de surdos nesta unidade. A Teoria das Representações Sociais, de Serge Moscovici (2012; 2013), o conceito de representação linguística de Cécile Petitjean (2009), e os estudos sobre política e planejamento linguísticos de Louis-Jean Calvet (2007; 2013) compõem o referencial teórico. Os dados coletados incluem observações participativas, enquetes, documentos, cartas de alunos de classes inclusivas e material adaptado para o ensino de Língua Portuguesa. A partir desse estudo, é possível concluir que a representação de surdez como deficiência ainda é dominante e que verdadeiras mudanças e resultados satisfatórios só serão realidades quando a representação dominante for outra<br>Recent Brazilian educational policies suggest unequal treatment for unequal needs of students. This way, the school can reinstate equality. In the deaf case, the unequal treatment involves providing bilingual education. Since it is not a reality yet, the failure and dropout rates are very high. This paper aims to show how the social representations of deaf and deafness influence educational and linguistic policies and how they are one of the reasons for failure at school. For writing this paper, the strategy adopted was the study case. Pandiá Calógeras School (CEPC), located in São Gonçalo, Rio de Janeiro, is the case chosen. This paper describes and analyzes CEPC action plan of 2009, the second year of inclusion of deaf students in CEPC. The theory of social representations, introduced by Serge Moscovici (2012; 2013), Cécile Petitjean definition of language representation (2009) and Louis-Jean Calvet studies of language policy and planning (2007; 2013) build the theoretical framework. The data collected includes observation, an opinion poll, documents, letters of classmates’ deaf students and adapted material for learning Portuguese. From the data, it is possible to conclude that the social representation of deafness as disability is still dominant. True changes and satisfactory results will only become reality when the dominant representation changes
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Gallardo, González Felipe. "Hacia una propuesta didáctica en el uso de softwares para el desarrollo de competencias de lectoescritura musical y discriminación auditiva : el caso de EarMaster y Auralia." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/144532.
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Profesor especializado en teoría general de la música<br>Las tecnologías de la información y comunicación, de ahora en adelante TIC, constituyen la piedra angular del funcionamiento de la sociedad del siglo XXI, repercutiendo sensiblemente en las muchas áreas del quehacer humano, siendo una de ellas el mundo de la educación.
En este sentido, y entendiendo que estos impactos pueden ser favorables, el trabajo de esta memoria está dirigido a profesores de música y pretende como objetivo principal el desarrollo de una propuesta didáctica para el uso de los softwares EarMaster y Auralia como complemento al trabajo de la clase de lenguaje musical, relacionado con el desarrollo de competencias de lectoescritura musical y discriminación auditiva del estudiante de música.
Esta propuesta establece cuatro áreas elementales de trabajo relacionadas con la musical tonal occidental, cualquiera sea su estilo: el pulso, ritmo, altura y vinculación de estos elementos, que se constituyen como guía para solventar las distintas problemáticas didácticas de los softwares mencionados.
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Batista, Flóida Moura Rocha Carlesso. "Concepções do professor de arte sobre aspectos de sua formação para atuar com alunos surdos /." Marília, 2015. http://hdl.handle.net/11449/123966.
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Orientadora: Jáima Pinheiro de Oliveira<br>Banca: Eduardo José Manzini<br>Banca: Maria Fernanda Bagarollo<br>Resumo: A formação de profissionais deve considerar que o ser humano, inserido nos processos educacionais é primordialmente pessoa, sujeito da elaboração do próprio conhecimento. A educação inclusiva, que moveu a presente pesquisa, muito embora seja uma tarefa complexa, não pode ser concebida como um desafio, mas como um dentre tantos desafios no mundo da Educação. Sob essa ótica, esta pesquisa teve como objetivo investigar aspectos das formações inicial e continuada do professor de arte para atuar na educação do aluno surdo. Para tanto, foram convidadas oito professoras que atuavam com a disciplina de Arte no ensino público estadual e que possuíam em suas salas de aula, alunos surdos. Essas professoras foram entrevistadas, com o apoio de um roteiro semiestruturado. Em seguida, essas entrevistas foram transcritas na íntegra e analisadas por meio de seu conteúdo, estabelecendo-se categorias temáticas que pudessem responder ao objetivo desse estudo. Essa análise culminou em três categorias temáticas, a saber: formação inicial e continuada como suporte para a prática na educação inclusiva; apoios para trabalhar em sala de aula; e disciplina de arte e a participação dos alunos surdos. Os resultados indicaram que, sob a ótica da inclusão do surdo na escola, é preciso que o professor avalie para decidir, criteriosamente, que recursos e serviços ele pode e deve utilizar para respaldar os processos de ensino. A primeira categoria mostrou que as formações inicial e continuada do professor, amparadas pelo foco da inclusão, precisam ser acrescidas de estudos e pesquisas que encaminhem o professor a simplificar o trato com o aluno surdo, oportunizando-o aos novos conhecimentos; a segunda categoria, a respeito dos apoios para trabalhar com o aluno surdo, indica que, embora as professoras entrevistadas apontem que ... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: Professionals training should consider that the human being, inserted in educational processes, is firstly a person, the subject of his own construction. Inclusive education, which motivated this research, although it is a complex task, cannot be conceived as an obstacle, but as one of many challenges in the world of Education. Under this view, this study aimed to investigate the educational and continuing training of Art teachers to work in the education of deaf students. Therefore, eight teachers who teach the Art matter in state public schools and have deaf students in their classrooms were invited. These teachers were interviewed, through a semi-structured script. Next, the interviews were transcribed and were analyzed through its content, establishing themes that could answer the purpose of this study. The results were discussed based on the theoretical foundations researched on the subject. This analysis resulted in three themes, namely: initial and continuing training as a support for the practice in inclusive education; support for working in the classroom; and the art matter and the participation of deaf students. The results showed that from the perspective of inclusion of the deaf in school, it is necessary the teacher to think carefully to decide what resources and services can and should be used to support the teaching processes. The simplicity of the services offered for inclusion can be noticed in daily intercourse within the school, with the conceptual and operational issues, as simplicity helps teachers better understand their practices and thus improve them. The analysis of categories also indicates that if it is not yet possible to find the inclusive school everywhere, in all social groups and in all parts of the country, it is necessary to start building ways so it can reach all of them. In this regard, thinking what a ... (Complete abstract click electronic access below)<br>Mestre
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Cukierkorn, Monica Moreira de Oliveira Braga. "Os processos de escolarização de alunos surdos das camadas populares: um estudo em escola especial do município de São Paulo." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/10743.
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Previous issue date: 2005-10-18<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>The volume we offer here to the public tries to understand the different processes of deaf children in specialized school regarding the relationships between education inequalities and students paths. During this debate were discussed questions regarding differences and a close look of school teaching offered in common education in general specialized schools above all those for death people. Discussing death educational themes we argued about the emphasis regarding the different approaches to the language acquisition in spite of the school knowledge. The empirical base was built in a research in a special public school, only for deaf people, in São Paulo Municipality, where we focus the context were children of popular areas have built their school paths. In order to picture the developed in special schools many other sources were researched different documents and interviews with students and professionals of the school. In this research 92 death students were selected from the first elementary school, between 1988 and 1992, to follow their school progress from the beginning or the end or interruption. In the results I present an analysis on the pertaining to school factors that had influenced the detached pertaining to school progressions, defining its tracing. This research treat also of the reflection on individual and familiar factors that appear articulated to the process of constitution of popular layers deaf student s paths<br>O presente estudo buscou compreender os processos de escolarização de alunos surdos na escola pública especializada, à luz de análises sobre as relações entre as desigualdades educacionais e as trajetórias escolares discentes. No debate apresentado foram discutidas questões referentes a diferenças e aproximações no ensino escolar que é oferecido na educação comum e o que tem sido oferecido na educação especial em geral, particularmente, a que é destinada aos surdos. Nas discussões sobre a temática da educação dos surdos foi questionada a ênfase dada, em diferentes abordagens, ao processo de aquisição da língua em detrimento do aprendizado do conhecimento escolar. A base empírica foi construída por meio de uma pesquisa realizada em uma escola especial pública, exclusiva para surdos, vinculada ao sistema de ensino do município de São Paulo, onde foi focalizado o contexto em que alunos dos meios populares construíram seus percursos escolares. Para retratar as práticas desenvolvidas na escola especial foram trabalhados dados de diferentes fontes: documentos variados e entrevistas com alunos e profissionais da escola. Nesta pesquisa foram selecionados 92 alunos surdos matriculados no 1º ano do Ensino Fundamental, no período entre 1988 e 1992, para acompanhar suas progressões escolares do início à conclusão ou interrupção desta etapa do currículo escolar. Nos resultados apresento uma análise sobre os fatores escolares que influenciaram as progressões escolares destacadas, definindo seu traçado. E, também, uma reflexão sobre fatores individuais e familiares que aparecem articulados às determinantes do processo de constituição da trajetória do aluno surdo das camadas populares
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Vieira, Millena Maria Ramalho Matta. "Ensino da avaliação perceptivoauditiva da voz por meio de um ambiente virtual de aprendizagem." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-28062016-083029/.
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A avaliação vocal é realizada predominantemente por meio da avaliação perceptivoauditiva, sendo dependente de conhecimentos teóricos prévios e de treinamento prático e dinâmico. Entretanto, ainda são escassas as iniciativas educacionais que se utilizam das novas tecnologias para o ensino da avaliação perceptivoauditiva da voz. A utilização de estratégias com novas tecnologias de informação e comunicação, hoje tão presentes e familiarizadas no meio universitário, apresentam o intuito de facilitar e otimizar o processo de ensino e aprendizagem. Desta forma, este estudo teve o propósito de elaborar e avaliar um curso a distância em um ambiente virtual de aprendizagem sobre essa temática. Elaborou-se um curso a distância sobre a avaliação perceptivoauditiva da voz organizado em quatro módulos principais: 1. Noções básicas de anatomia e fisiologia da fonação; 2. Ouvindo vozes; 3. Avaliação perceptivoauditiva da voz e 4. Aplicabilidade da avaliação perceptivoauditiva da voz, além de um adicional com vídeos sobre curiosidades e sugestão de material complementar para estudo. O ambiente virtual de aprendizagem (AVA) também apresentou diversas ferramentas educacionais como textos, imagens ilustrativas, videoaulas, vídeos, arquivos de áudio, atividades práticas individuais, fóruns, além de recursos de interatividade entre alunos e tutora. Este material foi antecipadamente avaliado por três especialistas que avaliaram o material positivamente como uma inovadora e importante ferramenta educacional que poderá ser utilizada na formação de estudantes na área de voz. Foram convidados a participar do curso a distância, 133 alunos do 1o ao 4o ano de um curso de graduação em Fonoaudiologia de uma Universidade do interior paulista. Concordaram em participar 33 estudantes e desses, nove concluíram o curso. Os alunos responderam a avaliações de conteúdo nos momentos pré e pós-curso, de forma presencial e a avaliações de cada módulo, realizadas por meio de questões específicas e atividades práticas, no próprio site. Ao término do curso os alunos também responderam a uma avaliação motivacional do AVA. Observou-se diferença estatisticamente significante na média de acertos nas provas pré e pós-curso dos alunos, nas questões teóricas (p= 0,031), nas práticas (p=0,000) e no total (p=0,002), demonstrando que o material elaborado foi capaz de aumentar o conhecimento dos estudantes a respeito de seu tema. O AVA apresentou alto índice de satisfação motivacional e foi avaliado por todos os participantes como um curso impressionante, de acordo com o instrumento de avaliação motivacional utilizado. Conclui-se que foi possível elaborar um ambiente virtual de aprendizagem (AVA), em formato de curso a distância, sobre a temática da avaliação perceptivoauditiva da voz e que o material elaborado apresenta um importante potencial de ensino e aprendizagem sobre esse tema.<br>The vocal assessment is predominantly performed through auditory-perceptual assessment, being dependent on prior theoretical knowledge and practical and dynamic training. Meanwhile, educational initiatives that use new technologies for auditory-perceptual assessment are still scarce. The using of strategies with new information technologies and communication, nowadays so presents and acquainted in the university environment, show in order to facilitate and optimize the process of teaching and learning. Thus, this study aimed to develop and evaluate a distance learning course in a virtual learning environment on this theme. It was elaborated a distance learning course on auditory-perceptual assessment of voice organized into four main modules: 1. Basic anatomy and physiology of phonation; 2. Hearing voices; 3. Auditory-perceptual assessment of voice and 4. Applicability of auditory-perceptual assessment of voice, as well as an additional with videos of curiosities and suggesting complementary material to study. The virtual learning environment (VLE) also presented several educational tools such as text, illustrative images, video classes, videos, audio files, individual practical activities, forums, and interactivity between students and tutor. This material was evaluated advance for three experts, who evaluated the material positively as an innovative and important educational tool that can be used in training students in the voice area. Were invited to participate to the distance learning course, 133 students from 1st to 4th year of an undergraduate degree in Speech Therapy of a University in the São Paulo interior. Agreed to participate 33 students, which nine completed the course. Students responded the evaluation of content in pre-and post-course, in person and the evaluations of each module, carried out through specific issues and practical activities on the site. At the end of the course the students also answered a motivational assessment of VLE. It was possible observed statistically significant difference in the mean score in the tests from pre and post course of the students, the theoretical issues (p = 0.031), in practice (p = 0.000) and overall (p = 0.002), demonstrating that the prepared material was able to increase knowledge students about their subject. The VLE showed high level of motivational satisfaction and it was evaluated by all participants as an impressive course, according to the motivational assessment tool used. Concluded that it was possible to develop a virtual learning environment (VLE), in the distance course format, on the issue of auditory-perceptual assessment of voice and that the prepared material has a significant potential for teaching and learning on this theme.
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Oliveira, Camila Dias de. "Recursos de tecnologia assistiva digital para pessoas com deficiência sensorial : uma análise na perspectiva educacional." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7855.
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Previous issue date: 2016-02-18<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Aiming to overcome various barriers faced by disabled people, new standards and laws were created in recent years. Therefore, the concepts of accessibility and inclusion have been more present currently. One of the main rights of people with disabilities refers to the right to education, once this right could provide a citizen to participate more actively in the social context. It was noted that nowadays, the basis of this challenge for accessibility and inclusion, is the potentiality of Digital Technologies of Information and Communication. Thus, this research aims to identify and characterize the role and the use of Digital Assistive Technology resources in education for people with sensory impairment. It was considerated for the proposed analysis, four specific objectives: identify and analyze possible benefits / advantages, challenges / strategies and difficulties / limitations faced by users of assistive technology resources at the institutions analyzed; map and categorize Brazilian initiatives on the use of assistive technology resources to form (or easier) access to scientific knowledge for people with sensory impairment; propose a taxonomic matrix for classification and evaluation of assistive software dedicated for people with visual or hearing impairments; and finally, analyze the role of Assistive Technology for democratization of scientific knowledge of citizens with visual and hearing impairments. The methodology used to achieve the proposed objectives were based in the following approaches: collecting data (bibliographical research, bibliometric study, online questionnaire and semi-structured interviews), Digital Assistive Technologies survey and taxonomic matrix with assistive software. Results highlight some points: although the focus theme of this research is of great importance to disabled people education, there are few scientific studies that deal with this issue; the majority (91.30% - 21) of the specialized institutions in the visual or hearing impairments uses assistive technology resources in its educational activities; the number of Digital Assistive Technologies that can be used in the education of visually impairments people is higher compared to hearing impairments.<br>Em busca de superar diversas barreiras encontradas por pessoas com deficiência, novas normas e leis foram criadas nos últimos anos e, com isso, os conceitos de acessibilidade e inclusão têm estado muito mais presentes atualmente. Um dos principais direitos das pessoas com deficiência refere-se ao direito à educação, pois, é a partir deste direito que este cidadão pode participar de maneira mais ativa no contexto social. Observamos que, na base dessa luta pela acessibilidade e inclusão, nos dias atuais, está a exploração das potencialidades das Tecnologias Digitais de Informação e Comunicação (TDIC). Sendo
assim, esta investigação tem como objetivo identificar e caracterizar o papel e o uso de recursos de Tecnologia Assistiva Digital na educação de pessoas com deficiência sensorial. Para possibilitar a análise, foram estabelecidos quatro objetivos específicos: 1) identificar e analisar possíveis benefícios/vantagens, desafios/estratégias e dificuldades/limitações enfrentados pelos usuários de recursos de Tecnologia Assistiva nas instituições analisadas; 2) mapear e categorizar iniciativas brasileiras sobre o uso de recursos de Tecnologia Assistiva para formar (ou facilitar) o acesso ao conhecimento científico para pessoas com deficiência sensorial; 3) propor uma matriz taxonômica para classificação e avaliação de softwares assistivos voltados para pessoas com deficiência visual ou auditiva; 4) analisar o papel da Tecnologia Assistiva para a democratização do conhecimento científico do cidadão com deficiências visuais e auditivas. Para atingir os objetivos propostos foram utilizados como procedimentos metodológicos: Coleta de dados (pesquisa bibliográfica, estudo bibliométrico, questionário online e entrevista semiestruturada), levantamento de Tecnologias Assistivas Digitais e matriz taxonômica com softwares assistivos. Em relação aos resultados, podemos destacar alguns pontos: ainda que o tema foco desta investigação seja de grande importância para a educação de pessoas com deficiência, poucos são os estudos científicos que abordam esta temática; a maioria (91,30% - 21) das instituições especializadas nas deficiências visual ou auditiva utiliza recursos de Tecnologia Assistiva em suas atividades educacionais; o número de Tecnologias Assistivas Digitais que podem ser utilizadas na educação de pessoas com deficiência visual é muito maior se comparado à deficiência auditiva.