ABSTRACT
O presente artigo tem o objetivo de apresentar a atuação do Acompanhamento Terapêutico Escolar (ATE), sendo esta uma prática crescente, no contexto brasileiro, a qual encontra-se associada ao processo de efetivação da inclusão escolar. Mas o que caracteriza essa atuação? A partir da noção da inclusão como ato terapêutico, considera-se que a atuação é marcada por uma posição do estar "entre" (entre o estudante e o(s) outro(s)), elemento intrínseco à prática. Mas também revela certa indefinição, incertezas e instabilidades inerentes a esta posição. Diante disso, a intenção é refletir sobre tais questões e suas relações com um possível enquadre profissional.
El presente artículo tiene el objetivo de presentar la actuación del Acompañamiento Terapéutico Escolar (ATE), siendo esta una práctica creciente, en el contexto brasileño, la cual se encuentra asociada al proceso de efectivización de la inclusión escolar. Pero ¿qué caracteriza esta actuación? A partir de la noción de la inclusión como acto terapéutico, se considera que la actuación es marcada por una posición de estar "entre" (entre el estudiante(s) y el otro(s)), elemento intrínseco a la práctica. Pero también revela cierta indefinición, incertidumbres e inestabilidades inherentes a esta posición. Ante ello, la intención es reflexionar sobre tales cuestiones y sus relaciones con un posible encuadre profesional.
The purpose of this article is to present the performance of the School Therapeutic Accompaniment (STA), which is a growing practice in the Brazilian context, being associated with the process of inclusive education. But what characterizes this performance? From the notion of inclusion as a therapeutic act, it is considered that the performance is marked by a position of being "between" (between the student and the others), an intrinsic element to the practice. But it also reveals a certain lack of definition, uncertainties and instabilities inherent in this position. Given this, the intention is to reflect on such issues and their relationships with a possible professional setting.
Subject(s)
Therapeutics , Acting Out , Mainstreaming, Education/history , Psychosocial InterventionABSTRACT
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa.
Subject(s)
Education of Hearing Disabled , Education, Special , Mainstreaming, Education , Adolescent , Adult , Art , Child , Child, Preschool , Cultural Characteristics , Education, Professional , Education, Special/history , Employment , Faculty , Female , History, 19th Century , History, 20th Century , Humans , Jehovah's Witnesses/psychology , Mainstreaming, Education/history , Male , Mental Health , Parents/psychology , Persons With Hearing Impairments/history , Persons With Hearing Impairments/psychology , Professional Role , Sign Language , South Africa , Spirituality , Sports , Teaching/methods , Vocational Education , Young AdultSubject(s)
Blindness , Deafness , Education of Intellectually Disabled , Mainstreaming, Education , Persons with Mental Disabilities , Blindness/economics , Blindness/ethnology , Blindness/history , Deafness/economics , Deafness/ethnology , Deafness/history , Education of Intellectually Disabled/economics , Education of Intellectually Disabled/history , Education of Intellectually Disabled/legislation & jurisprudence , Faculty/history , History, 18th Century , History, 19th Century , India/ethnology , Mainstreaming, Education/economics , Mainstreaming, Education/history , Mainstreaming, Education/legislation & jurisprudence , Persons with Mental Disabilities/history , Persons with Mental Disabilities/legislation & jurisprudence , Persons with Mental Disabilities/psychology , Teaching/economics , Teaching/history , Teaching/legislation & jurisprudence , Therapies, Investigational/economics , Therapies, Investigational/history , Therapies, Investigational/psychologyABSTRACT
This article provides a historic review of the movement toward integrated classroom placements as well as the characteristics of full-inclusion classrooms relevant to occupational therapy school-based practice. A full-inclusion model adopted by the Moorpark Unified School District is described. This model incorporates occupational therapy as a vital and integral component of the school's inclusive education efforts.
Subject(s)
Down Syndrome/rehabilitation , Mainstreaming, Education/methods , Child , Female , History, 20th Century , Humans , Mainstreaming, Education/history , Models, Educational , Motor Skills , Occupational Therapy/history , Schools , Social BehaviorSubject(s)
Child Advocacy/history , Disabled Persons/legislation & jurisprudence , Child , Child Advocacy/legislation & jurisprudence , Child Health Services/history , Child Health Services/legislation & jurisprudence , History, 20th Century , Humans , Mainstreaming, Education/history , Mainstreaming, Education/legislation & jurisprudence , Public Health Nursing/history , United StatesABSTRACT
The transition movement of the 1980s was preceded by two similar movements: (a) the career education movement in the 1970s and (b) the work/study movement in the 1960s. These three movements are described and compared to provide an historical context for understanding current problems and issues regarding transition. Some broad social issues, such as educational reform, are then examined to illustrate the potential influence of such issues on the future developments of policy that will affect the transition movement.