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| Author(s): |
Loiane Maria Zengo Orbolato
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Marília. 2023-07-11. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília |
| Defense date: | 2023-05-10 |
| Advisor: | Eduardo José Manzini |
| Abstract | |
The aim was to analyze, through three studies, a continuing education program designed for teachers of Specialized Educational Assistance aimed at teaching, training, and evaluating the basic techniques of Orientation and Mobility in school environments. Study 1, of methodological nature, aimed to validate evaluation protocols of basic techniques of Orientation and Mobility developed in previous research. It had two stages. In the first stage, the protocols were applied to a teenager with blindness and a teacher. In the second stage, five experts conducted an analysis of the protocols. The qualitative analysis indicated the need to adapt the protocols in the following aspects: 1) considering the individuality of the person; 2) not standardizing movement; 3) adapting movement; 4) changing the nomenclature of behaviors; 5) changing the nomenclature of the category; 6) changing the nomenclature of techniques; 7) including new behaviors; 8) including a new technique; 9) changing the sequence of behaviors; 10) excluding techniques; 11) excluding behaviors; and 12) considering the guide's actions. It was concluded that the final composition of the protocol incorporated various evaluation techniques and instruments found in the literature, providing a systematic and updated protocol to be used in the training and evaluation of basic Orientation and Mobility techniques in school environments. Study 2, with an intervention nature, aimed to evaluate an online theoretical training course on Orientation and Mobility for five teachers of Specialized Educational Assistance. The distance learning training was based on the protocols that were validated in Study 1 and consisted of video lessons, assessment forms, and synchronous meetings. The data analysis was qualitative and quantitative. It was concluded that the training was satisfactory in terms of learning the proposed locomotion techniques, as it allowed the teachers to evaluate their practice and update the way they teach based on the knowledge acquired. Study 3 was characterized as intervention research and aimed to evaluate a practical training course on Orientation and Mobility in online education mode for teachers of Specialized Educational Assistance. One teacher and one student with blindness participated in this study. The training, which was also based on the protocols that were validated in Study 1, took place at the school where the teacher was working and the student was enrolled. The procedures used for the practical training of the teacher were divided into six stages: 1) planning; 2) initial assessment; 3) analysis of the initial assessment; 4) initial feedback; 5) procedural interventions and assessments; and 6) procedural feedbacks. The data analysis was both qualitative and quantitative. The results identified three distinct situations: 1) a decrease in the frequency of incorrect behavior after the start of the interventions; 2) an increase in the frequency of correct behavior after the start of the interventions; and 3) the achievement of the maximum score. It is concluded that a distance practical training, supervised with a focus on teaching, training, and evaluation of basic Orientation and Mobility techniques in school environments, could have a favorable effect on the practice of teachers of Specialized Educational Assistance and, consequently, on the achievement of independent mobility, with a focus on the safety of students with blindness in school environments. (AU) | |
| FAPESP's process: | 19/24999-3 - Analysis of a continuing education program of educational service specialised teachers in orientation and mobility |
| Grantee: | Loiane Maria Zengo Orbolato |
| Support Opportunities: | Scholarships in Brazil - Doctorate |