Livro: Educação Musical e Deficiência: propostas pedagógicas

abril 29, 2009

Imagem: Capa de livro (Música & Inclusão)

Sinopse do livro Educação Musical e Deficiência

"O livro Educação Musical e Deficiência: propostas pedagógicas é de cunho científico-pedagógico. Científico porque está totalmente embasado teoricamente em metodologias utilizadas na educação musical, bem como nos princípios que norteiam a psicomotricidade o desenvolvimento da apresndizagem e as questões clínicas das deficiências. Pedagógico porque oferece atividades práticas para professores - de música ou não - e profissionais da área da saúde que trabalhem ou queiram trabalhar com pessoas com deficiências no que tange a utilização da música como recurso ou finalidade em si mesma.

Essa temática é inédita no Brasil. O livro possui 192 páginas entre informações clínicas básicas sobre as deficiências; relação da música com a psicomotricidade; diferenças e semelhanças entre a musicoterapia e a educação musical voltada para pessoas com deficiências; questões relacionadas à inclusão escolar e adaptações para o ensino musical de pessoas com deficiências, com fotos inéditas de adaptações para instrumentos musicais, entre outras. Além disso, o livro propõe mais de 20 jogos musicais totalmente adaptados para diversos tipos de deficiências, o porque de cada adaptação e como realiza-las com recursos simples. É um livro voltado para um público eclético, com linguagem simples e acessível à qualquer pessoa."

Fonte: Música & Inclusão

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"SURDOS desenham PRIMAVERA"

abril 27, 2009

Imagem enviada pelo Professor Francisco Goulão (recebido por e-mail)

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Ano Europeu da Criatividade e Inovação

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Inquérito europeu sobre eInclusão

Imagem daqui

"A Unidade eInclusão da CE lançou na semana passada um inquérito público para ter uma visão do papel da e-Inclusão nas futuras políticas da Sociedade da Informação.

Especificamente o objectivo do inquérito é:

  • Averiguar o papel da e-Inclusão na futura estratégia Europeia sobre a Sociedade da Informação que irá surgir no seguimento da iniciativa "i2010";
  • Saber que programas e actividades europeias apoiam a e-Inclusão;
  • Conhecer as modalidades de cooperação entre os serviços da Comissão Europeia e relevantes entidades envolvidas no que respeita às actividades da e-Inclusão.

O inquérito está disponível para descarga em inglês, francês, alemão, espanhol e italiano e o formato de consulta online também nas mesmas línguas.

Para além da resposta ao inquérito, também são bem vindas comunicações sobre este tema (cada uma no máximo de 3 páginas A4), as quais podem ser enviadas para eInclusion@ec.europa.eu.

A data limite para as contribuições é 2 de Abril de 2009."

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Fundação Calouste Gulbenkian: Projecto Geração

abril 26, 2009

"O Geração é composto por várias acções, desde a formação de equipas de mediação, a uma oficina de cabeleireiro, ocupação dos tempos livres, apoio a mães adolescentes ou assistência jurídica a jovens com problemas com a justiça.
Numa zona periférica da cidade, a urbanização, construída para realojar a população do Bairro das Fontainhas, Alto dos Trigueiros, Bairro Azul, Portas de Benfica, Casal e Caminho de Alfornelos, está exposta a problemas característicos de periferias urbanas: aumentos graves dos níveis de pobreza, do abandono e do insucesso escolar, das dependências, de insegurança ou até marginalidade. Para evitar este cenário latente, a Fundação Calouste Gulbenkian, a Câmara Municipal da Amadora, a iniciativa EQUAL e o Alto Comissariado para a Imigração e Diálogo Intercultural uniram-se para a criação de um gabinete de atendimento integrado, que procura reaproximar os jovens do bairro da escola e garantir-lhes ferramentas de formação profissional. O “Geração” integra também o Centro Paroquial do Casal da Boba, a Escola Básica 2,3 Miguel Torga, a junta de Freguesia de São Brás e vários centros de saúde do Município, a Santa Casa da Misericórdia da Amadora, a Associação Unidos de Cabo Verde e a Escola Intercultural das Profissões e do Desporto da Amadora que em conjunto têm realizado vários projectos com e para os jovens." (2009 FUNDAÇÃO CALOUSTE GULBENKIAN)

 Folheto descritivo PROJECTO GERAÇÃO

Notícias

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Children of Deaf Parents

abril 23, 2009

by Disaboom Health Team

"Research shows that more than 90 percent of all children born to deaf parents are hearing, presenting special challenges and rewards to both groups. And although information about hearing parents raising deaf children abounds, it’s harder to locate advice about what deaf parents need to be aware of in parenting their hearing kids.

Overall, the children of deaf parents do just as well as their peers in family life. But it pays to be aware of a few pitfalls that can be encountered:

1. Children Interpreting for their Parents

Because children of deaf parents are usually proficient at sign language and speech both, they are often expected to serve as the interpreter between their parents and members of the community. However, there are times when this task is inappropriate because of the subject of the discussion and/or the age of the child.

What to do: If there is a topic or situation where your child should not be exposed to the conversation, such as a legal matter, adult conversation or problem with the school, hire a professional interpreter or ask the school or government agency to provide one.

2. Communication in the Family

Deaf parents may speak to each other exclusively in sign language, but use a mix of speech and sign language with their children. This can inhibit the child’s ability to use sign language, limiting communication with the parent. At times, the parent may not be able to understand what the child is trying to tell them.

In an attempt to avoid the interpretation problems listed above, deaf parents may purposely neglect to teach their children fluent sign language. But if this means the child is hearing unclear speech and incorrect grammar, the child is left without mastery of either sign or spoken language, putting him or her at a disadvantage in both communities and leaving him without an effective means of communication with his parents.

What to do: Don’t be afraid to teach your child sign language if that is the form of communication you use. Studies show that children will pick up spoken language from their peers. What is critical is that you and your child are able to communicate optimally with each other.

3. Filtering and Protecting

Children who are using sign language with their parents in public may hear objectionable comments from passersby who assume that they can’t hear. The children often internalize the remarks in order to avoid hurting their parents.

Other children may avoid socializing with children in the family because they feel uncomfortable, leading to hurt and isolation for the child of deaf parents.

Children with deaf parents may feel intense responsibility to listen for alarms, announcements, burglars and other noises in order to protect the family.

What to do: Talk to your child openly about situations they may encounter. Discussions should include the possibility of discrimination, and suggestions for what the child can do. Let them know that it is alright to tell you when they encounter discrimination.

Here are some additional resources to help guide you through parenting a hearing child:
Gallaudet offers its Deaf Parents of Hearing Children Pathfinder which contains a wealth of information.

  • Visit Deafmom’s blog to get a personal view of what it’s like to be the deaf parent of hearing kids.
  • Your children might want to join KODA (Kids of Deaf Adults) or CODA (Children of Deaf Adults) if they are now adults.

See Related Disability Articles:

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Inter-Agency Network for Education in Emergencies


Global Campaign for Education
Global Action Week - The Big Read
April 20-26, 2009


The Big Read Graphic

Dear INEE Members,

There are 774 million illiterate adults, 75 million children out of primary school and 226 million children not in secondary school, a large percentage of whom are in crisis-affected countries. Nearly all governments have promised 'Education for All' by 2015, yet the current global financial crisis threatens to worsen the global situation and leave millions more without an education.

This week, 10 million people around the world are expected to take part in the Global Campaign for Action's Global Action Week - The Big Read, to demand urgent action for the one in four women and many others worldwide, children and adults, who are illiterate. Nelson Mandela, Natalie Portman, Desmond Tutu, Alice Walker and others have contributed stories to The Big Read - a book aimed at challenging the global education crisis. It has been distributed in more than 100 countries free of charge to children, parents and adult learners.

This week readers will add their name to a declaration - demanding that all governments deliver a high quality, free, public education. The Global Campaign for Action is collecting the names to deliver to governments to demand that they take action to make sure that everyone has an education.

Download the Big Read, sign the petition, and find out more about activities happening around the world this week, by visiting http://www.campaignforeducation.org/bigread/en/.

INEE's Teaching and Learning Initiative: Tackling Literacy and Numeracy

INEE's recently launched Teaching and Learning Initiative aims to develop Guidance Notes and a Resource Pack on numeracy, literacy and lifeskills curriculum assessment, development, monitoring and evaluation to help agencies, teacher colleges and education ministries steadily improve the quality and relevance of education especially at primary and lower secondary levels.
  • INEE will be facilitating a series of virtual consultations over the INEE listserv as well as face-to-face consultations in the second half of 2009. Stay tuned to the INEE listserv and the Teaching and Learning Initiative webpage for more information.
We would also encourage any INEE members who are marking the Global Campaign for Education's Action Week to share news of your efforts with the INEE secretariat: network@ineesite.org.


Sincerely,


INEE Secretariat

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“Dificuldades de comportamento e aprendizagem em meio escolar”

abril 17, 2009

Imagem: Foto | Pedro Cunha (arquivo)


"Porque é que crianças e adolescentes sem qualquer deficiência ou atraso e com um desenvolvimento aparentemente normal não aprendem na escola? O que explica o seu desinteresse e desmotivação? E o que leva, tantas deles, à indisciplina e ao mau comportamento? Antes de um problema, as dificuldades de aprendizagem constituem, sobretudo, um sintoma, defendem especialistas que debatem tema amanhã, em Lisboa.

À procura de respostas para estas questões que preocupam, cada vez mais, pais e educadores, dezenas de pedopsiquiatras, psicólogos e professores juntam-se amanhã na Faculdade de Psicologia e de Ciências da Educação de Lisboa, num encontro promovido pelo Centro Doutor João dos Santos – Casa da Praia, com o tema “Dificuldades de comportamento e aprendizagem em meio escolar”.[...]" (Público.pt | 17.04.2009 - 21h26 Paula Torres de Carvalho)

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" DESCOBRIR PORTUGAL " em Língua Gestual

abril 15, 2009

Imagem do blogue do Prof. Francisco Goulão
"A história animada/desenhada " DESCOBRIR PORTUGAL " em Língua Gestual Portuguesa (LGP) para crianças SURDAS,criada,escrita,ilustrada,desenhada e realizada pelo Prof. FRANCISCO GOULÃO(Surdo/Deaf) - PORTUGAL"

EM DESTAQUE - Professor Surdo Francisco Goulão

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Uma em quatro mulheres e 75 milhões de crianças não conseguem ler!

abril 10, 2009


"1 in 4 women and 75 million children can't read this. Take part in the Global Campaign for Education's Big Read. This is taking place 20th - 26th April." (campaignforeducation,
"What is the Big Read?
774 million adults can not read this, and 75 million children who are not in school will be denied the chance to learn to read and write.

After reading a story in the Big Read we are asking you to write your name for the millions that cannot.

We are collecting the names to deliver to governments during the week of the 20th to 26th of April 2009 to demand that they take action to make sure that everyone has an education." (.:.)

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Portaria que regula o procedimento concursal de recrutamento de docentes para os TEIP

abril 08, 2009

"A portaria 365/2009 de 7 de Abril regula o procedimento concursal de recrutamento do pessoal docente da educação pré-escolar e dos ensinos básico e secundário para os quadros dos agrupamentos de escolas e escolas não agrupadas legalmente definidos como prioritários.
O procedimento concursal é destinado aos educadores de infância e aos docentes com a categoria de professor dos ensinos básico e secundário dos quadros de zona pedagógica e dos quadros de agrupamento de escolas ou escolas não agrupadas, detentores de habilitação profissional para o grupo a que são opositores.
O concurso visa a satisfação de necessidades permanentes de pessoal docente dos agrupamentos de escolas
e escolas não agrupadas prioritárias. O concurso é aberto pelo director do agrupamento ou escola não agrupada. O director preside ao juri composto por dois vogais efectivos e dois suplentes. O júri tem a competência para assegurar a tramitação do processo desde a data da sua designação até à publicação da lista de colocação final. São critérios de avaliação: formação profissional, experiência profissional e perfil de competências.
É no perfil de competências que entra a subjectividade e a arbitrariedade. Sabendo nós que grande parte das direcções executivas dos TEIP são afectas ao PS, é provável que venhamos a assistir a coisas estranhas. Esperemos que os sindicatos estejam atentos e saibam defender os valores da imparcialidade e transparência.

Para saber mais: Portaria 365/2009 de 7 de Abril"
Fonte: BaseDadosRamiro

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Um guia para professores e links úteis

abril 03, 2009

"A teacher's job is not easy. You may have big classes of 40 and more pupils -all of them individuals ! Having children with disabilities or from disavantaged backgrounds in your class often reauires more work but It need not be so: you can manage differences among the children." (Ana Maria Benard da Costa, Janet Holdsworth, Ture Jönsson, Bonaventure Sylvester Kanyanta, Elina Lehtomäki, Ana Luisa Lopez, Susie Miles, Nithi Muthukrishna, Brian O’Toole, Lena Saleh, RanaShaban, Molly Thorburn and Sai Väyrynen |UNESCO)
Documentos relacionados:
*Versão portuguesa produzida pela Cidadãos do Mundo com autorização escrita da CSIE Tradução: Ana Benard da Costa José Vaz Pinto

Documents in Bahasa Indonesia

Documents in Portuguese

Call for articles for EENET’s 2009 newsletter

The next newsletter will have a focus on inclusive life-long learning, including non-formal, informal and alternative education, pre-primary and vocational education. Deadline for submitting first drafts or ideas has been extended to mid-March. For more details, click here.

Young Voices: Young people’s views of inclusive education

This 14-minute film, shot in Tanzania and Uganda, is now available to watch online, via YouTube. The film is in two parts. Watch part 1. Watch part 2. A user’s guidecontact EENET. with transcript is also available (pdf 50k). To request the film on DVD, please

Inclusive Education: Where there are few resources (2008)

This very popular book has been fully revised and updated and is now available to download (pdf 1mb). Hard copies are available from EENET.

“Enabling Education” No. 12, 2008

EENET’s latest newsletter is available to download in PDF format (1.2mb). It contains a special section focusing on the issue of language and how it helps or hinders the educational inclusion of millions of children.

New Portuguese-language website and newsletter

We are delighted to announce that Citizens of the World, an NGO based in Portugal, has launched Rede Inclusão – an EENET-inspired inclusive education website. It aims specifically to help education practitioners and stakeholders in Angola, Brazil, Cape Verde, East Timor, Guinea Bissau, Mozambique, Portugal, São Tomé and Principé to document and share their experiences of inclusive education. The Rede Inclusão website address is: http://redeinclusao.web.ua.pt/
The network’s first newsletter can be found at: http://redeinclusao.web.ua.pt/boletim.asp

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Nasceu um blogue dedicado ao Ensino Especial em Timor-Leste

"Bom, apresento este blogue hoje porque o considero muito especial e significativo - tal como este 3 de Abril. Tudo isto para dizer que darei o meu melhor mas que o blogue ainda está em construção." (A. M.)

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Autism Symptoms Checklist: What to Look For

abril 02, 2009

Imagem Asperger Square 8

"Autism is in the media now more than ever before; one in every 150 children born in the U.S. is autistic. Four times as many boys as girls have the condition, making the likelihood of a male child having autism one in 94. This is a dramatic increase from 20 years ago, but it’s not known whether it’s attributable to an improved ability to diagnose the disease or to more cases of autism in general. Usually a parent or caregiver notices that there is something about their child that doesn’t seem right. There is a strong genetic component to this complex developmental disability, although a variety of factors are suspected causes.
Autism Diagnosis by Age Three
Although many infants are diagnosed with autism, sometimes autism symptoms don’t appear until months or even years later. A child with normal language skills may regress, becoming withdrawn or aggressive. Still, most cases are diagnosed before three years of age. Autism is classified as a “spectrum disorder” with a wide range of symptoms that affect individuals in varying degrees. Three categories of development are usually affected, but autistic children will show different levels of disability in each area. Following are typical autistic indicators to watch for:
Social Interactions and Relationships
• Doesn’t respond to his or her name • Doesn’t make friends with children the same age • Very limited eye contact • Resists cuddling and holding • Lack of empathy • Lack of interest in sharing interests or achievements with others
Nonverbal and Verbal Communication
• Starts talking later than other children (up to 40% of autistics never speak) • Doesn’t make eye contact when requesting things • Difficulty initiating and maintaining a conversation • Difficulty catching on to implied meaning (such as humor); everything is taken literally • Repeats words or phrases verbatim (may repeat the same phrase over and over: echolalia)
Behavioral Adaptations
• Need for sameness or routines (upset by slightest change) • Repetitive movement (rocking, spinning, hand flapping) • Focus on a part of a toy, rather than the entire thing • Lack of spontaneous play or make-believe • Inability to stay still
Autism isn’t curable but it is treatable. Autism symptoms usually diminish with age. Studies demonstrate that early intervention leads to improved quality of life for the autistic child. For more insight, read the autism blog of an autistic woman." (by Debbie Marsh, Disaboom)

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Good Practices for Education for Sustainable Development

Imagem: © UNESCO
...
"UNESCO’s Associated School Network (ASPnet) launches the Second Collection of Good Practices: ASPnet in Support of Education for Sustainable Development during UNESCO World Conference on Education for Sustainable Development – Moving into the Second Half of the UN Decade, 31 March to 2 April.

The publication, which targets coordinators and teachers, presents a variety of successful school-based projects, activities and approaches contributing to Education for Sustainable Development. These good practices emanate from ASPnet’s 8,500 Associated Schools in 178 countries. " [Contact: a.hamshari@unesco.org ]

Related links

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