Revista Educação Especial, v. 28, n. 51, jan./abr. 2015

Editorial

• Editorial – Revista Educação Especial

  Soraia Napoleão Freitas

  7-12

  • PDF (Português (Brasil))

Continuous Demand

• Illustrative and descriptive format of pedagogic strategies and resources for the instruction of blind and low vision students in inclusive environment

  Manoel Osmar Seabra Júnior, Maria Luiza Salzani Fiorini, Eduardo José Manzini

  13-26

  • PDF (Português (Brasil))

• Stories of teacher training to education in hospital

  Sandra Maia Farias Vasconcelos

  27-40

  • PDF (Português (Brasil))

• Special Education on Indigenous Schools: analysis of the school census of 2007-2010

  Michele Aparecida de Sá, Fabiana Cia

  41-52

  • PDF (Português (Brasil))

• Education for the deaf and the hearing impaired: an analysis of social indicators

  Raquel Elizabeth Saes Quiles

  53-66

  • PDF (Português (Brasil))

• School inclusion: possible contributions of physical therapy from the perspective of teachers

  Marcelli Evans Telles dos Santos, Simone Lara, Vanderlei Folmer

  67-82

  • PDF (Português (Brasil))

• Inclusive education, Science teaching and scientific language: possible relationships

  Anna Maria Canavarro Benite, Claudio Roberto Machado Benite, Eveline Borges Vilela-Ribeiro

  83-92

  • PDF (Português (Brasil))

• Teacher training in Biological Sciences and the worry about special needs in the classroom

  Simone Medianeira Franzin, Andrielli da Silva Fontoura, Gabriela Lanes de Almeida, Valquíria Simon

  93-102

  • PDF (Português (Brasil))

• Teacher training of educational service specialist: a Special Education concerned

  Elisabeth Rossetto

  103-116

  • PDF (Português (Brasil))

• The importance of sign language for the development of the deaf person: the notion of inclusion associated to the sense of belonging in the school environment

  Patricia Velho Dall'Astra

  117-130

  • PDF (Português (Brasil))

• Teachers’ perception in resource rooms on a network teaching of Paraná

  Adriana Zilly, Leonardo Pereira Triaca, Jossiana Wilke Faller, Reinaldo Antonio da Silva Sobrinho, Marieta Fernandes Santos, Maria de Lourdes de Almeida

  131-148

  • PDF (Português (Brasil))

• Motor skills assessment of a child with cerebral palsy included into regular school context

  Luciana Ramos Baleotti, Ludimila Aparecida dos Santos, Mariana Dutra Zafani

  149-164

  • PDF (Português (Brasil))

• Assistive technology for blind children: product support for personal mobility

  Lana Tuan Borges de Jesus, Alexandra da Silva Santos Sampaio, Maria Helena Silveira Bonilla

  165-180

  • PDF (Português (Brasil))

• The person with visual impairment: considerations on of their participation in physical education classes

  Joale Jefferson da Silva, Elaine Cappellazzo Souto

  181-192

  • PDF (Português (Brasil))

• Methods for assessment of adaptive behavior in people with intellectual disabilities: a literature review

  Elizângela Fernandes Ferreira, Mey de Abreu Van Munster

  193-208

  • PDF (Português (Brasil))

• Occupational Therapy support for the school attendance of a child with arthrogryposis multiplex congenita: a case study

  Bianca Sampaio Fiorini, Rita de Cássia Tibério Araújo

  209-224

  • PDF (Português (Brasil))

• Analyzing the contributions of the Programa Nacional pela Alfabetização na Idade Certa against inclusive classroom studies of mentor teachers

  Andréia Jaqueline Devalle Rech, Helenise Sangoi Antunes, Cinthia Cardona de Ávila, Glaucimara Pires Oliveira, Vanir Ferrão da Silva

  225-240

  • PDF (Português (Brasil))

• Pedagogical practices for inclusion and diversity

  Jessica de Brito, Rosimeire Maria Orlando

  241-244

  • PDF (Português (Brasil))