Revista Educação Especial, v. 31, n. 62, jul./set. 2018

View Revista Educação Especial, v. 31, n. 62, jul./set. 2018
Published: 2018-08-14

Editorial

  • Editorial – Revista Educação Especial

    Carlo Schmidt, Eliana Pereira de Menezes, Clenio Perlin Berni
    493-494
    DOI: https://doi.org/10.5902/1984686X33562

Continuous Demand

  • Early intervention: practices and representations

    Rosa Martins, Patrícia Freitas, Olívia de Carvalho, João Pascoinho
    495-512
    DOI: https://doi.org/10.5902/1984686X28819

  • The treatment that the educational inclusion of the public of special education receives in UFU’s (Universidade Federal de Uberlândia) Developing and Expanding Institutional Plans

    Márcia Guimarães de Freitas, Lázara Cristina da Silva
    513-524
    DOI: https://doi.org/10.5902/1984686X24768

  • Experience of people with disabilities in higher education: a look at the experience of empowerment and self-advocacy

    Taísa Caldas Dantas
    525-538
    DOI: https://doi.org/10.5902/1984686X26760

  • The historical process of social insertion of the blind person: from Antiquity to the Middle Ages

    Ailton Barcelos Costa, Alessandra Daniele Messali Picharillo, Vanessa Cristina Paulino
    539-550
    DOI: https://doi.org/10.5902/1984686X24092

  • Systematic review on evaluation for initial identification of students with intellectual disability

    Érika Rímoli Mota da Silva, Maria da Piedade Resende da Costa
    551-568
    DOI: https://doi.org/10.5902/1984686X31890

  • Markers of the diference: an intersectional perspective on being student black and disabledin Brazilian Higher Education

    Vanessa Carolina Silva, Wilker Solidade Silva
    569-586
    DOI: https://doi.org/10.5902/1984686X30948

  • Special education and youth and adult education: an interface under construction?

    Rosângela Martins Cabral, Luciane Guimarães Batistella Bianchini, Taisa Grasiela Gomes Liduenha Gonçalves
    587-602
    DOI: https://doi.org/10.5902/1984686X30841

  • School inclusion: educational and shool psychologists conceptions

    Thaisa da Silva Fonseca, Camila Siqueira Cronemberger Freitas, Fauston Negreiros
    603-616
    DOI: https://doi.org/10.5902/1984686X30410

  • Ways of knowing in special education: uneasiness, medical speech and ordinary life at school

    André Luís de Souza Lima, Carla Karnoppi Vasques
    617-630
    DOI: https://doi.org/10.5902/1984686X30118

  • The use of assistive technology by the student with cerebral palsy in the school context

    Camila Boarini dos Santos, Maria Lúcia Chicarelli Marques, Mirela Moreno Almeida de Andrade, Aila Narene Dahwache Criado Rocha
    631-650
    DOI: https://doi.org/10.5902/1984686X30018

  • The child with autism in the playroom: interaction paths and language

    Ivone Martins Oliveira, Sonia Lopes Victor
    651-664
    DOI: https://doi.org/10.5902/1984686X29281

  • Inclusion in the school context: state of knowledge, practices and propositions

    Flávia Eloisa Caimi, Rosângela Nunes da Luz
    665-682
    DOI: https://doi.org/10.5902/1984686X29202

  • The medicalizing logic in public education policies

    Kelly Cristina dos Santos Silva, Carla Biancha Angelucci
    683-696
    DOI: https://doi.org/10.5902/1984686X29132

  • Correlation among socioeconomic level, needs, social support and family resources of mothers of children with physical disabilities, Down syndrome and autism

    Cariza de Cássia Spinazola, Tássia Lopes de Azevedo, Danielli Silva Gualda, Fabiana Cia
    697-712
    DOI: https://doi.org/10.5902/1984686X29042

  • Education and work: professional training for young people with intellectual in special school

    Valéria Becher Trentin, Tânia Regina Raitz
    713-726
    DOI: https://doi.org/10.5902/1984686X28660

  • When inclusion is not efferctive: the evasion of deaf students in college

    Denise Macedo Ziliotto, Denise Jordão Souza, Fadua Ionara Andrade
    727-740
    DOI: https://doi.org/10.5902/1984686X28482

  • Inclusion of people with disabilities in the labor market: advances and challenges observed in Teresópolis county, Rio de Janeiro, Brazil

    Josely Nunes Villela, Ana Cristina Roballo Fabbri, Maria de Lurdes Costa Domingos, Osvaldo Luiz Gonçalves Quelhas
    741-758
    DOI: https://doi.org/10.5902/1984686X28530

  • Foundations of neuroscience present in school inclusion: teaching living

    Luciane Grecilo da Silva, Elena Maria Billig Mello
    759-776
    DOI: https://doi.org/10.5902/1984686X28388