A inclusão de crianças com PEA: Dificuldades dos professores do ensino básico

Dissertação de Mestrado em Ciências da Educação - Especialização em Educação Especial. Apresentada à Escola Superior de Educação de Paula Frassinetti.A realização deste trabalho de investigação permitiu-nos perceber quais as perceções dos professores no que concerne às suas dificuldades, na inclusão do aluno com perturbações do espectro do autismo. Em função dos objetivos traçados fizemos uma contextualização teórica fazendo uma abordagem à escola inclusiva e aos modelos organizativos de resposta, salientando a sua importância. O professor, a sua formação e o papel que este representa na escola é também um dos pontos tratados neste trabalho. Dado o nosso estudo, se centrar na problemática do espectro do autismo abordamos o seu conceito e a inclusão da criança com esta problemática no contexto escolar. Na componente empírica podemos contar com uma amostra de 100 professores do ensino básico que através de um questionário nos permitiu perceber quais as dificuldades dos docentes na inclusão de crianças com perturbações espectro do autismo. O tratamento dos dados foi realizado com ajuda de um programa estatístico (SPSS) que nos possibilitou confirmar ou infirmar as hipóteses formuladas acerca da problemática em estudo. No que se refere à, identificação das características dos alunos com PEA, podemos dizer que os docentes, no geral, não identificam corretamente as características destas crianças. Foram visíveis as dificuldades apontadas no que se refere aos recursos disponibilizados pela escola e também a falha de recursos humanos de apoio a estas crianças. Essas dificuldades destacaram-se novamente quando questionadas as funções dos docentes na escola inclusiva. No que se refere às dificuldades quanto à formação; ao trabalho em inclusão; e à gestão da inclusão, podemos verificar que os docentes admitem sentir dificuldades na grande maioria das situações propostas.The achievement of this research allowed us to understand the perceptions of teachers in relation to their difficulties in the inclusion of students with autism spectrum disorders. Depending on the objectives outlined we made a theoretical context making an approach for inclusive schools and the organizational response models, emphasizing their importance. The teacher, their training and the role he plays in school is also one of the issues addressed in this work. Given our study focusing on the problem of autism spectrum we approach its concept and the inclusion of children with this problem in the school context. In the empirical part we rely on a sample of 100 primary school teachers using a survey that allowed us to realize which were the difficulties of teachers in inclusion of children with autism spectrum disorders. Data analysis was performed with the help of a statistical program (SPSS) which enabled us to confirm or disprove hypotheses regarding the problem under study. As regards the identification of the characteristics of students with PEA, we can say that the teachers in general, do not correctly identify the characteristics of these children. It were visible the difficulties pointed out in relation to the resources provided by the school and also the failure of human resources in supporting these children. These difficulties were highlighted again when questioned the roles of teachers in inclusive schools. With regard to the difficulties in training, in addition to the work, and the management of inclusion, we can see that teachers admit feeling difficulties in most proposed situations

Relatório de estágio

Relatório EPE - Relatório de estágio em Educação Pré-Escolar: O presente relatório de estágio de qualificação profissional foi desenvolvido no âmbito da unidade curricular de Prática Pedagógica Supervisionada, integrada no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este trabalho foi reflexo de um percurso de formação profissional, pautado por uma constante análise reflexiva, realizado em contexto de educação pré-escolar. Os conteúdos abordados nas aulas desta unidade curricular bem como o estágio desenvolvido, permitiram ter um conhecimento mais aprofundado deste contexto e desenvolver e construir saberes profissionais adequados a este nível de ensino. Assim, este relatório evidencia as competências desenvolvidas pela estagiária, nomeadamente: a mobilização de saberes adquiridos nas diversas unidades curriculares do curso; o saber pensar e agir nos contextos educativos; a atitude profissional reflexiva e investigativa; a problematização das exigências inerentes à prática profissional; e a coconstrução de saberes profissionais e a cooperação entre diferentes intervenientes do contexto educativo (adaptado Ribeiro, 2013). O caminho percorrido pela mestranda teve por base a metodologia de investigação-ação: observação, planificação, ação e reflexão. Estas etapas foram fundamentais para a construção de planificações, que fossem ao encontro das exigências da realidade e das necessidades e interesses evidenciadas pelo grupo. As reflexões críticas realizadas com o par, com a educadora cooperante e com o supervisor revelaram-se fundamentais, pois permitiu desenvolver competências essenciais para a futura profissão.Relatório EPE - Relatório de estágio em Educação Pré-Escolar: The present report stage qualification was developed within the course of Supervised Pedagogical Practice, integrated on Masters in Preschool Education and Teaching 1.º Cycle of Basic Education. This work represents a course of vocational training, guided by a constant reflective analysis, performed at context of preschool education. The issues discussed in the lessons of this course as well as the developed stage, have allowed a better understanding of this context and build appropriate knowledge to this grade level professional. So, this report highlights the skills developed by the trainee, such as: application knowledge acquired in the various courses of the course; the ability to know how to think and act in educational contexts; professional attitude when reflective and investigative was needed; know to face the demands of professional practice; and build professional knowledge and cooperate between various stakeholders in the educational context (adapted Ribeiro, 2013). The way taken by the trainee was based the methodology of action research: observation, planning, action and reflection. These steps were essential to build unfolds, because they allowed to reach the demands of reality and the needs and interests discovered by the group. The critical thoughts performed with the pair, with the cooperating teacher and the supervisor were essential, as it allowed to develop essential skills for the future profession.Relatório E1CEB - Relatório de estágio em Ensino do 1.º Ciclo do Ensino Básico: O presente trabalho foi elaborado tendo por base o plano de ação desenvolvido ao longo da unidade curricular de Prática Pedagógica Supervisionada, integrada no Mestrado Profissionalizante em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este relatório espelha assim o caminho percorrido pela mestranda ao longo do estágio em contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico. Ao longo deste trabalho foram mobilizados os referenciais teóricos e legais que sustentaram as práticas educativas desenvolvidas pela mestranda e que foram fundamentais para proporcionar um ensino adequado às especificidades da turma. Assim, a experiência desenvolvida em contexto de estágio juntamente com os conhecimentos teóricos mobilizados na unidade curricular, permitiu o desenvolvimento de competências profissionais que são fundamentais para o futuro docente. Neste relatório será dado relevância ao ciclo de investigação-ação: observação, reflexão, planificação e ação, uma vez que, foi a metodologia de investigação-ação que orientou todo o processo de ensino e aprendizagem. Todas estas fases foram imprescindíveis para desenvolver práticas educativas que fossem ao encontro das reais necessidades e interesses dos alunos, promovendo assim aprendizagens significativas.Relatório E1CEB - Relatório de estágio em Ensino do 1.º Ciclo do Ensino Básico: The present paper was prepared on the basis of the plan of action developed along the course of Pedagogical Practice Supervised, integrated into the Master's Degree in Preschool Education Training and teaching of the 1st Cycle of Basic Education. This report reflects that the path taken by graduate student throughout the internship in context of Preschool Education and 1st Cycle of Basic Education. Throughout this work were mobilized the theoretical and legal references that supported the educational practices developed by graduate student and who were instrumental in providing an appropriate education to the specificities of the class. So, the experience developed in the context of stage along with the theoretical knowledge mobilised on curricular unit, has enabled the development of professional skills which are fundamental to the future teacher. This report will be given relevance to the action research cycle: observation, reflection, action, planning and action, once, was the action research methodology that guided all the teaching and learning process. All these phases were indispensable to develop educational practices that meet the real needs and interests of students, thus promoting significant learnings

Microbial DNA extraction methods for microbial screening - saliva vs biofilm comparison

info:eu-repo/semantics/publishedVersio

Risk factors for infection, predictors of severe disease, and antibody response to COVID-19 in patients with inflammatory rheumatic diseases in Portugal: a multicenter, nationwide study

Copyright © 2022 Cruz-Machado, Barreira, Bandeira, Veldhoen, Gomes, Serrano, Duarte, Rato, Miguel Fernandes, Garcia, Pinheiro, Bernardes, Madeira, Miguel, Torres, Bento Silva, Pestana, Almeida, Mazeda, Cunha Santos, Pinto, Sousa, Parente, Sequeira, Santos, Fonseca and Romão. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.Objective: To identify risk factors for SARS-CoV-2 infection and for severe/critical COVID-19, and to assess the humoral response after COVID-19 in these patients. Methods: Nationwide study of adult patients with inflammatory RMDs prospectively followed in the Rheumatic Diseases Portuguese Register-Reuma.pt-during the first 6 months of the pandemic. We compared patients with COVID-19 with those who did not develop the disease and patients with mild/moderate disease with those exhibiting severe/critical COVID-19. IgG antibodies against SARS-CoV-2 were measured ≥3 months after infection and results were compared with matched controls. Results: 162 cases of COVID-19 were registered in a total of 6,363 appointments. Patients treated with TNF inhibitors (TNFi; OR = 0.160, 95% CI 0.099-0.260, P < 0.001) and tocilizumab (OR 0.147, 95% CI 0.053-0.408, P < 0.001) had reduced odds of infection. Further, TNFi tended to be protective of severe and critical disease. Older age, major comorbidities, and rituximab were associated with an increased risk of infection and worse prognosis. Most patients with inflammatory RMDs (86.2%) developed a robust antibody response. Seroconversion was associated with symptomatic disease (OR 13.46, 95% CI 2.21-81.85, P = 0.005) and tended to be blunted by TNFi (OR 0.17, 95% CI 0.03-1.05; P = 0.057). Conclusions: TNFi and tocilizumab reduced the risk of infection by SARS-CoV-2. Treatment with TNFi also tended to reduce rates of severe disease and seroconversion. Older age, general comorbidities and rituximab were associated with increased risk for infection and worse prognosis, in line with previous reports. Most patients with RMDs developed a proper antibody response after COVID-19, particularly if they had symptomatic disease.We acknowledge the generous sharing of the expression constructs by Dr. Florian Krammer, Icahn School of Medicine at Mount Sinai, New York, USA [Development of SARS-CoV-2 reagents was partially supported by the NIAID Centers of Excellence for Influenza Research and Surveillance (CEIRS) contract HHSN272201400008C] and the protein production by Drs. Paula Alves and Rute Castro at Instituto de Biologia Experimental e Tecnológica (iBET) Oeiras, Portugal as part of the Serology COVID consortium.info:eu-repo/semantics/publishedVersio

Relatório de estágio

Relatório EPE - Relatório de estágio em Educação Pré-Escolar: O presente relatório de estágio de qualificação profissional foi desenvolvido no âmbito da unidade curricular de Prática Pedagógica Supervisionada, integrada no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este trabalho foi reflexo de um percurso de formação profissional, pautado por uma constante análise reflexiva, realizado em contexto de educação pré-escolar. Os conteúdos abordados nas aulas desta unidade curricular bem como o estágio desenvolvido, permitiram ter um conhecimento mais aprofundado deste contexto e desenvolver e construir saberes profissionais adequados a este nível de ensino. Assim, este relatório evidencia as competências desenvolvidas pela estagiária, nomeadamente: a mobilização de saberes adquiridos nas diversas unidades curriculares do curso; o saber pensar e agir nos contextos educativos; a atitude profissional reflexiva e investigativa; a problematização das exigências inerentes à prática profissional; e a coconstrução de saberes profissionais e a cooperação entre diferentes intervenientes do contexto educativo (adaptado Ribeiro, 2013). O caminho percorrido pela mestranda teve por base a metodologia de investigação-ação: observação, planificação, ação e reflexão. Estas etapas foram fundamentais para a construção de planificações, que fossem ao encontro das exigências da realidade e das necessidades e interesses evidenciadas pelo grupo. As reflexões críticas realizadas com o par, com a educadora cooperante e com o supervisor revelaram-se fundamentais, pois permitiu desenvolver competências essenciais para a futura profissão.Relatório EPE - Relatório de estágio em Educação Pré-Escolar: The present report stage qualification was developed within the course of Supervised Pedagogical Practice, integrated on Masters in Preschool Education and Teaching 1.º Cycle of Basic Education. This work represents a course of vocational training, guided by a constant reflective analysis, performed at context of preschool education. The issues discussed in the lessons of this course as well as the developed stage, have allowed a better understanding of this context and build appropriate knowledge to this grade level professional. So, this report highlights the skills developed by the trainee, such as: application knowledge acquired in the various courses of the course; the ability to know how to think and act in educational contexts; professional attitude when reflective and investigative was needed; know to face the demands of professional practice; and build professional knowledge and cooperate between various stakeholders in the educational context (adapted Ribeiro, 2013). The way taken by the trainee was based the methodology of action research: observation, planning, action and reflection. These steps were essential to build unfolds, because they allowed to reach the demands of reality and the needs and interests discovered by the group. The critical thoughts performed with the pair, with the cooperating teacher and the supervisor were essential, as it allowed to develop essential skills for the future profession.Relatório E1CEB - Relatório de estágio em Ensino do 1.º Ciclo do Ensino Básico: O presente trabalho foi elaborado tendo por base o plano de ação desenvolvido ao longo da unidade curricular de Prática Pedagógica Supervisionada, integrada no Mestrado Profissionalizante em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este relatório espelha assim o caminho percorrido pela mestranda ao longo do estágio em contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico. Ao longo deste trabalho foram mobilizados os referenciais teóricos e legais que sustentaram as práticas educativas desenvolvidas pela mestranda e que foram fundamentais para proporcionar um ensino adequado às especificidades da turma. Assim, a experiência desenvolvida em contexto de estágio juntamente com os conhecimentos teóricos mobilizados na unidade curricular, permitiu o desenvolvimento de competências profissionais que são fundamentais para o futuro docente. Neste relatório será dado relevância ao ciclo de investigação-ação: observação, reflexão, planificação e ação, uma vez que, foi a metodologia de investigação-ação que orientou todo o processo de ensino e aprendizagem. Todas estas fases foram imprescindíveis para desenvolver práticas educativas que fossem ao encontro das reais necessidades e interesses dos alunos, promovendo assim aprendizagens significativas.Relatório E1CEB - Relatório de estágio em Ensino do 1.º Ciclo do Ensino Básico: The present paper was prepared on the basis of the plan of action developed along the course of Pedagogical Practice Supervised, integrated into the Master's Degree in Preschool Education Training and teaching of the 1st Cycle of Basic Education. This report reflects that the path taken by graduate student throughout the internship in context of Preschool Education and 1st Cycle of Basic Education. Throughout this work were mobilized the theoretical and legal references that supported the educational practices developed by graduate student and who were instrumental in providing an appropriate education to the specificities of the class. So, the experience developed in the context of stage along with the theoretical knowledge mobilised on curricular unit, has enabled the development of professional skills which are fundamental to the future teacher. This report will be given relevance to the action research cycle: observation, reflection, action, planning and action, once, was the action research methodology that guided all the teaching and learning process. All these phases were indispensable to develop educational practices that meet the real needs and interests of students, thus promoting significant learnings

From health Literacy to self-care: contributions of the specialist nurse in rehabilitation nursing

Initiatives aimed at assessing and intervening in health literacy have the potential to promote adherence to self-care behaviours, which is the main focus of intervention by rehabilitation nurses. Thus, the objectives were to analyse the level of health literacy of working-age citizens and identify priority areas for intervention by rehabilitation nurses. (2) Methods: Quantitative, correlational and cross-sectional study, conducted in a multinational company, with the participation of 161 workers. The data were collected between 14 April and 7 May 2021, using a self-completion questionnaire composed of sociodemographic and clinical characterization and the European Health Literacy Survey, following a favourable opinion from the Ethics Committee and the company’s management. (3) Results: Overall, low to moderate literacy scores were predominant. Age and education were significantly associated with literacy scores. Workers with higher levels of health literacy had no diagnosed illnesses, took less medication, reported less sadness, fewer memory changes and less muscle and joint pain. (4) Conclusions: The fact that higher levels of health literacy trigger self-care behaviours and, consequently, fewer health problems reinforces the need for rehabilitation nurses to invest in this area.info:eu-repo/semantics/publishedVersio

From the first to the fourth critical period of COVID-19 ::what has changed in nursing practice environments in hospital settings?

Background : The COVID-19 pandemic reinforced the need to invest in nursing practice environments and health institutions were led to implement several changes. In this sense, this study aimed to analyze the impact of the changes that occurred in nursing practice environments between the first and fourth critical periods of the pandemic. Methods : Quantitative, observational study, conducted in a University Hospital, with the participation of 713 registered nurses. Data were collected through a questionnaire with sociodemographic and professional characterization and the Scale for the Environments Evaluation of Professional Nursing Practice, applied at two different points in time: from 1 to 30 June 2020 and from 15 August to 15 September 2021. Data were processed using descriptive and inferential statistics. Results : Overall, the pandemic had a positive impact on nursing practice environments. However, the Process component remained favourable to quality of care, while the Structure and Outcome components only moderately favourable. Nurses working in Medicine Department services showed lower scores in several dimensions of the Structure, Process and Outcome components. On the other hand, nurses working in areas caring for patients with COVID-19 showed higher scores in several dimensions of the Structure, Process and Outcome components. Conclusions : The pandemic had a positive impact on various dimensions of nursing practice environments, which denotes that regardless of the adversities and moments of crisis that may arise, investment in work environments will have positive repercussions. However, more investment is needed in Medicine Department services, which have historically been characterised by high workloads and structural conditions that make it difficult to promote positive and sustainable workplaces

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved