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ПОДДЕРЖКА ИНКЛЮЗИВНОГО ОБУЧЕНИЯ СТУДЕНТОВ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ПО СЛУХУ НА ОСНОВЕ УДАЛЕННОГО И КОМПЬЮТЕРНОГО СУРДОПЕРЕВОДА
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ГРИФ МИХАИЛ ГЕННАДЬЕВИЧ; МАНУЕВА ЮЛИЯ СЕРГЕЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Казанский национальный исследовательский технологический университет», 2016
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Особенности инклюзивного обучения в вузе (на материале методики преподавания курсов «Философия» и «Русский язык и культура речи»)
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ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЙ АСПЕКТ РАБОТЫ С ДЕТЬМИ С ТЯЖЕЛЫМИ НАРУШЕНИЯМИ РЕЧИ В УСЛОВИЯХ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ
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ПХАНАЕВА САИДА НУРБИЕВНА; ХАМУКОВА БЭЛЛА ХАСАМБИЕВНА. - : Негосударственное образовательное частное учреждение дополнительного профессионального образования «Кубанская многопрофильная академия подготовки, переподготовки, повышения квалификации специалистов», 2016
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЛИНГВИСТИЧЕСКОЙ КОМПЕТЕНЦИИ ОБУЧАЮЩИХСЯ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ
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ЧИГИНЦЕВА ВИКТОРИЯ ВИКТОРОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Томский государственный педагогический университет», 2016
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Meaning Across Difference: Exploring Intercultural Communication Strategies in an Alaska-Kenya Collaboration
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1469088653 (2016)
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СПЕЦИФИКА РЕЧЕВОГО РАЗВИТИЯ ДЕТЕЙ-ИНОФОНОВ ... : SPECIFICS OF SPEECH OF CHILDREN BILINGUALS ...
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Survey of Educator Attitude Regarding Inclusive Education within a Southern Arizona School District
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In: Journal of Multilingual Education Research (2016)
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Língua gestual portuguesa e diversidade linguística no 1º Ciclo do Ensino Básico
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Sign Language in Action: Remembering, Revitalizing and Documenting the Ephemeral ; Memory
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Aules d'acollida com a recurs educatiu per a la inclusió d'alumnes nouvinguts
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In: Màster en Ensenyament d'Espanyol i de Català com a Segones Llengües (2016)
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Acesso ao ensino superior: a expectativa do aluno surdo do ensino médio
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Conceptualising inclusive education for conflict affected children in one school in Kenya: implications for leadership and inclusive practices
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The action of the Libras interpreters to deaf students in primary school ; A atuação dos intérpretes de Libras com educandos surdos no ensino fundamental
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In: Revista Educação Especial; Revista Educação Especial, v. 29, n. 54, jan./abr. 2016; 83-94 ; 1984-686X (2016)
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Abstract:
This article aims to discuss the performance of LIBRAS interpreter in the classroom with deaf students in the early years of elementary school that have sparse vocabulary of the school context signals. In addition, it aims to promote a reflection on the issues involved. For the theoretical foundation, the conceptions presented by Lacerda (2013) were used. To execute the research, the methodological bases used were observation and questionnaire. Participants were four characters, two regent teachers graduated in pedagogy and two educational interpreters who work in elementary school in Itajaí’s municipal school system. Deaf students inserted in this context have LIBRAS knowledge considered insufficient, which disfavors their learning and the process of school inclusion. Completed interviews, the results were described and later the data collected were discussed. IE supports the teacher in planning activities and developing strategies for pedagogical practice prioritizing the visual aids. It must be emphasized that the interpreter assignments are different, because it is more of a professional in the classroom to mediate communication with the deaf student, who sometimes also plays a small part of regent teacher. ; O presente artigo visa discutir a atuação do intérprete de Libras em sala de aula com educando surdos dos anos iniciais do ensino fundamental que possuem vocabulário escasso dos sinais do contexto escolar. Além disso, busca promover uma reflexão sobre a problemática envolvida. Para a fundamentação teórica, utilizaram-se as concepções apresentadas por Lacerda (2013). Para efetivação da pesquisa, as bases metodológicas utilizadas foram observação e questionário. Participaram da pesquisa quatro sujeitos, sendo dois professores regentes com formação em pedagogia e dois intérpretes educacionais que atuam no ensino fundamental da rede municipal de ensino de Itajaí. Os educandos surdos inseridos nesse contexto possuem um conhecimento de Libras considerado insuficiente, o que desfavorece sua aprendizagem e o processo de inclusão escolar. Terminadas as entrevistas, descreveram-se os resultados e posteriormente discutiram-se os dados coletados. O IE apoia o professor no planejamento das atividades e desenvolvimento de estratégias para a prática pedagógica priorizando os recursos visuais. Cabe ressaltar que as atribuições do intérprete são diferenciadas, pois se trata de mais um profissional em sala de aula para mediar a comunicação com o educando surdo, que às vezes, também assume uma pequena parte de professor regente.
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Keyword:
Educational interpreter; Brazilian Sign Language; Inclusive education.; Intérprete educacional; Língua Brasileira de Sinais; educação inclusiva;
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URL: https://periodicos.ufsm.br/educacaoespecial/article/view/17734 https://doi.org/10.5902/1984686X17734
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The Inclusion of Students With Learning Disabilities in the French Immersion Program
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La escuela en el barrio. Cartografiando las necesidades de cambio socioeducativo
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The Impact of the Inclusive Education Strategy on the Education of Primary School Students with Disabilities in Vientiane, Lao PDR
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Heu, Nor. - : Victoria University of Wellington, 2016
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