RESUMO Objetivo: O objetivo deste estudo foi realizar a correlação genótipo-fenótipo entre os resultados de cariótipos e as alterações neurológicas e psiquiátricas apresentadas em pacientes com síndrome de Turner (ST). Métodos: Um estudo retrospectivo foi conduzido nos registros médicos de 10/140 pacientes com ST e deficiências neuropsicológicas atendidos pelo Serviço de Genética Clínica de um hospital do sul do Brasil. Ademais, uma revisão foi realizada pelas plataformas científicas PubMed e Biblioteca Virtual em Saúde (BVS) de artigos publicados entre 1o de janeiro de 2012 e 1o de janeiro de 2023. Foram selecionados 14 artigos em uma análise em duas etapas. Resultados: Nossa pesquisa mostrou potencial correlação entre alterações neurológicas e psiquiátricas em pacientes com ST. Esses achados corroboram os descritos por outros autores — como a elevada prevalência de dificuldades de aprendizagem ou intelectuais. Entretanto, nossa amostra encontrou mais episódios convulsivos do que os descritos em outros estudos. Conclusões: A correlação estabelecida pode ser devida ao efeito dose-dependente do cromossomo X, visto que nossa revisão sugere que o número de cromossomos sexuais ou o desenvolvimento hormonal está associado a habilidades ou deficiências verbais, sociais e cognitivas. Objetivo genótipofenótipo genótipo fenótipo . (ST) Métodos 10140 10 140 10/14 Brasil Ademais BVS (BVS 201 2023 1 etapas Resultados intelectuais Entretanto estudos Conclusões dosedependente dose dependente X verbais cognitivas (ST 1014 10/1 20 202 101 10/ 2

ABSTRACT Objective: The objective of this study was to establish the genotype-phenotype correlation between karyotype results and the neurological and psychiatric alterations presented in patients with Turner syndrome (TS). Methods: A retrospective study was conducted on the medical records of 10/140 patients with TS and neurophysiological abnormalities seen at a university hospital in southern Brazil. In addition, a literature review spanning the period from January 1, 2012 to January 1, 2023 was carried out using the PubMed and Virtual Health Library databases. Results: Our study showed a potential correlation between neurological and psychiatric alterations in patients with TS. These findings are in accordance with those described in literature such as a high prevalence of learning or intellectual disabilities. However, our sample found more seizure episodes than those reported in other studies. Conclusions: The correlation established could be due to X chromosome dose–effect, as the review suggests that sex chromosome number and hormonal development can be associated with verbal, social, and cognitive skills or impairments. Objective genotypephenotype genotype phenotype . (TS) Methods 10140 10 140 10/14 Brazil addition 1 201 202 databases Results disabilities However studies Conclusions doseeffect dose effect dose–effect verbal social impairments (TS 1014 14 10/1 20 101 10/ 2

Universities have historically had ableist leanings that exclude people with disabilities. Yet, people with disabilities have a right to attend institutions of higher education, as does everyone else. What is called for is that institutions transform towards disability inclusion. The purpose of this article is to use the case study of research conducted at University of Cape Town (UCT) to suggest strategies for disability inclusion in institutions of higher education. The research question was: What does research carried out at UCT on disability inclusion related to staff, students, and curriculum tell us about strategies that have been used to achieve inclusion, the effectiveness of these strategies and what recommendations can be made for increasing the level of disability inclusion and equity at UCT? A scoping review of the literature on disability inclusion at UCT was conducted. Selected literature was thematically analysed based on the research question and aligned to the strategic goals of UCT. Four emergent themes are presented: including disability in the decolonial discourse, collaborating to enhance disability inclusion, enhancing disability inclusive social responsiveness, and other strategies to enhance systemic change towards disability inclusion. UCT has made significant strides to include students with disabilities, yet there is much still to be achieved. Disability inclusion in institutions of higher learning is not only about ensuring accessibility, but is also about addressing how disability is understood and how it is included in the curriculum.

RESUMEN El desarrollo de la autodeterminación constituye un objetivo educativo de prioridad en la formación de los educandos en situación de discapacidad intelectual pues asegura su calidad de vida. Por tanto, se requiere superar al docente en el empleo de recursos, apoyos y adaptaciones didácticas para la educación en autodeterminación. El objetivo de esta investigación consistió en diseñar una estrategia pedagógica de superación para transformar a los docentes en la dirección del proceso de enseñanza-aprendizaje, en función del desarrollo de habilidades de autodeterminación en los educandos en situación de discapacidad intelectual. Los métodos investigativos utilizados en el orden teórico y empírico fueron el análisis y síntesis, el histórico-lógico, el inductivo-deductivo y el sistémico-estructural-funcional; además de la entrevista, la observación, la encuesta, el análisis de documentos, el criterio de expertos y la triangulación múltiple, los que permitieron revelar las causales que inciden en el normal desarrollo de las habilidades de autodeterminación, así como elaborar la estrategia. Con su implementación se perfeccionó el desempeño profesional y personal de los docentes y educandos, quienes egresaron con el empoderamiento de habilidades para la toma de decisiones, la realización de elecciones, la resolución de problemas y el establecimiento de metas y objetivos.

ABSTRACT The development of self-determination constitutes a priority educational objective in the training of students with intellectual disabilities as it ensures their quality of life. Therefore, it is necessary to surpass the teacher in the use of resources, supports and didactic adaptations for education in self-determination. The objective of this research was to design a pedagogical improvement strategy to transform teachers in the direction of the teaching-learning process, based on the development of self-determination skills in students with intellectual disabilities. The investigative methods used in the theoretical and empirical order were analysis and synthesis, historical-logical, inductive-deductive and systemic-structural-functional; In addition to the interview, observation, survey, document analysis, expert judgment and multiple triangulations, which allowed us to reveal the causes that affect the normal development of self-determination skills, as well as to develop the strategy. With its implementation, the professional and personal performance of teachers and students was improved, who graduated with the empowerment of skills for making decisions, making choices, solving problems and establishing goals and objectives.

Abstract Through a qualitative research, descriptive interpretive design and phenomenological approach, the perception of sixteen students with visual disabilities on access to digital teaching material and integration of Information and Communication Technologies (ICT) by teachers was analyzed. Teachers, during virtual teaching due to confinement by Covid-19, the study population belongs to public and private inclusive educational institutions in the Peruvian department of Puno, of which six (6) have severe visual impairment and ten (10) have moderate disabilities, the semi-structured individual interview was applied during the last academic bimester of the year 2021 and the first academic bimester of the year 2022. The results show limitations in the use of virtual didactic resources and ICT, in the teaching-learning processes, limiting the learning of visually impaired students, urging educational policies that address the educational immersion of inclusive technological resources.

Resumen Mediante una investigación de tipo cualitativo, diseño descriptivo interpretativo y enfoque fenomenológico, se analizó la percepción de dieciséis estudiantes con discapacidad visual, sobre el acceso a material didáctico digital e integración de las Tecnologías de la Información y la Comunicación (TIC) por parte de los docentes, durante la enseñanza virtual por confinamiento por Covid- 19. La población de estudio pertenece a instituciones educativas inclusivas públicas y privadas del departamento peruano de Puno, de los cuales seis (6) presentan discapacidad visual severa y diez (10) discapacidad moderada, la entrevista individual semiestructurada se aplicó durante el último bimestre académico del año 2021 y el primer bimestre académico del año 2022. Los resultados evidencian limitaciones en el uso de recursos didácticos virtuales y TIC en los procesos de enseñanza-aprendizaje, limitando el aprendizaje de estudiantes con discapacidad visual, apremiando por políticas educativas que aborden la inmersión educativa de recursos tecnológicos inclusivos.

The political and social environments in which learners with disabilities live often cause more limitation on the individual abilities of these learners than the disability itself (Capri et al., 2018:2). Likewise, mathematical thinking for learners who are severely mentally disabled is often limited to concretisation or memorisation, which tends to undermine mathematical number sense. This study was undertaken against the background of a lack of methodological guidelines for the teaching of mathematics in the new adapted curriculum for learners who are severely intellectually disabled. Context-rich mathematics tasks for the development of mathematical thinking in learners who are severely intellectually disabled were used during the study. A qualitative research approach was followed in which empirical data were generated through three action research cycles. Data were collected through in-depth discussions, field notes, a literature review and learner work. Vygotsky's (1978:6) sociocultural theory was used as a theoretical framework because it highlights the importance of social interactions and mediated learning. The Reality, Abstraction, Mathematics and Reflection (RAMR) framework of Cooper and Carter (2016:177) is used as a didactic framework for a practical approach to mathematics education in the study. According to the data from in-depth discussions with five educators, learners with intellectual disability are perceived to have limited number sense knowledge. These educators also indicated that their choice of learning tasks only included number facts, arithmetic fluency, memorisation, and teaching with concrete apparatus. Data from the in-depth discussions with two mathematics subject advisors working in special education pointed out educators'limited didactical knowledge for teaching mathematics to learners who are severely intellectually disabled. Based on these data, a teaching intervention was designed and implemented for six months. The purpose was to investigate the effect on participation and learning of changing the researcher's practice to focus on mathematical reasoning in context rich tasks. The lived experiences of the ten learners who were involved in the teaching intervention were included as a background to mathematics problems to design context-rich tasks. The guidelines from the research entail that real-life contexts in which mathematical problem types are embedded are conducive to learning experiences that are rich in discussion for learners who are severely intellectually disabled. Such an approach has the potential to make mathematics more meaningful to learners who are severely intellectually disabled, improve their mastery of contexts, and develop critical thinking. Findings from the action research process can be adapted to similar mathematics teaching practices.

Die politiese en sosiale omgewings waarin leerders met gestremdhede leef, veroorsaak dikwels meer beperking van die individuele vermoëns van dié leerders as die gestremdheid self (Capri et al., 2018:2). Eweneens word wiskundige denke vir leerders wat verstandelik erg gestremd is dikwels tot konkretisering en memorisering beperk, wat neig om begrip te ondermyn. Hierdie studie is onderneem teen die agtergrond van 'n tekort aan metodologiese riglyne vir die onderrig van wiskunde in die nuwe aangepaste kurrikulum vir leerders wat verstandelik erg gestremd is. Konteksryke wiskundetake ter ontwikkeling van wiskundige denke by leerders wat verstandelik erg gestremd is, is tydens die studie gebruik. 'n Kwalitatiewe navorsingsbenadering is gevolg waarin empiriese data gegenereer is deur middel van drie aksienavorsingsiklusse. Data is deur semi-gestruktureerde fokusgroep-onderhoude, veldnotas, 'n literatuuroorsig en leerderwerk ingesamel. Die literatuuroorsig is onderneem om 'n onderrig- en teoretiese raamwerk vir die studie te skep. Vygotsky (1978:6) se sosiokulturele teorie is as teoretiese raamwerk gebruik omdat dit die belangrikheid van sosiale interaksies en bemiddelde leer uitlig. Die Realiteit, Abstraksie, Wiskunde en Refleksie (RAWR)-onderrigraamwerk van Cooper en Carter (2016:177) word as didaktiese raamwerk vir 'n praktiese aanslag tot wiskundeonderrig in die studie aangewend. Volgens die data van die fokusgroeponderhoud met vyf opvoeders, beskik leerders met intellektuele gestremdheid oor beperkte getalbegripkennis. Dié opvoeders het ook aangedui dat hul keuse van leertake slegs getalfeite, rekenvlotheid, memorisering en onderrig met konkrete apparaat insluit. Data uit die fokusgroeponderhoud met twee wiskundespesialiste wat in spesiale onderwys werksaam is, het opvoeders in die navorsingskool se beperkte didaktiese kennis vir wiskundeonderrig aan leerders wat verstandelik erg gestremd is, uitgewys. Gebaseer op hierdie data is 'n onderrigingreep ontwerp en vir ses maande geïmplementeer. Die tien leerders wat by die onderrigingreep betrek is, se geleefde ervaringe is as agtergrond by wiskundeprobleme ingesluit om konteksryke take te ontwerp. Die riglyne wat uit die navorsing spruit, het tot gevolg dat lewensegte kontekste waarin wiskundige probleemtipes ingebed is, nuttig gebruik kan word in gespreksryke leerervarings vir leerders wat verstandelik erg gestremd is. Só 'n benadering het die potensiaal om wiskunde vir leerders wat verstandelik erg gestremd is meer betekenisvol te maak, hulle beheersing van kontekste te verbeter, en kritiese denke te ontwikkel. Bevindinge uit die aksienavorsingsproses kan aangepas word vir soortgelyke wiskundeonderrigpraktyke.

Resumen Objetivo: en Colombia, existe una brecha importante entre la reglamentación relacionada con el reconocimiento de derechos, inclusión y mecanismos para la protección de los niños con discapacidad y la implementación de la norma. En este contexto, el objetivo de este estudio fue explorar las representaciones sociales de la parálisis cerebral en madres de niños con parálisis cerebral. Metodología: se realizó un estudio cualitativo bajo el enfoque estructuralista de las representaciones sociales para caracterizar el contenido y la organización de las representaciones sociales de la parálisis cerebral de madres de niños con parálisis cerebral que consultaron a un centro de neurorrehabilitación en Cali, Colombia entre enero y febrero de 2022. Como técnicas de recolección se utilizaron el listado libre y el cuestionario de pares. Resultados: para las madres la parálisis cerebral es la alteración de movimiento que junto con la dificultad de aprendizaje y comunicación generan gran demanda de atención por parte del cuidador acompañado de sentimientos de resignación ante las secuelas de la lesión en el cerebro y la discriminación social percibida. Conclusiones: las representaciones sociales sobre la parálisis cerebral dejan percibir una visión negativa y poco esperanzadora de recuperación, así como resiliencia por parte de los cuidadores.

Abstract Objective: In Colombia, there is a significant gap between the regulations related to the recognition of rights, inclusion, and mechanisms for the protection of children with disabilities and the implementation of the law. In this context, the aim of this study was to explore the social representations of cerebral palsy in mothers of children with cerebral palsy. Methodology: We collected information from mothers with children with cerebral palsy who consulted a neurorrehabilitation center in Cali, Colombia between January and February 2022 using the free list and the peer questionnaire. Results: For mothers, cerebral palsy is a movement disorder that, together with learning and communication difficulties, generates a great demand for care by the caregiver, accompanied by feelings of resignation in the face of the consequences of the brain injury and perceived social discrimination. Conclusions: The social representations on cerebral palsy reveal a negative and hopeless view of recovery, as well as resilience on the part of caregivers.

Resumo Objetivo: Na Colômbia, existe uma brecha importante entre a regulamentação relacionada ao reconhecimento de direitos, inclusão e mecanismos para a proteção dos meninos com deficiência e a implementação da norma. Neste contexto, o objetivo deste estúdio pode explorar as representações sociais da paralisia cerebral em mães de crianças com paralisia cerebral. Metodologia: Recolha a informação das madres com crianças com paralisia cerebral que consulte um centro de neurorreabilitação em Cali, Colômbia entre enero e febrero de 2022 usando o listado livre e o guia de pares. Resultados: Para as mães a paralisia cerebral é a alteração de movimento que se junta com a dificuldade de aprendizagem e comunicação gera grande demanda de atenção por parte do cuidador acompanhado de sentimentos de resignação antes das seqüelas da lesão no cérebro e na discriminação percepção social. Conclusões: Las representaciones sociales sobre la paralisis cerebral dejan ver una visão negativa y poco esperanzadora de recuperação, así como resiliência de parte de los cuidadores.

ABSTRACT The dizzying development of the scientific-technical revolution and its impact on the educational sphere require the continuous improvement of the directors of special education educational institutions, since it is their responsibility to scientifically direct the educational processes, advise teachers, families and coordinate with the socio-educational agents of the school network to achieve in students the development of practical-social skills and quality learning for life, so that they graduate fit and capable of interacting appropriately in their socio-family environment. Hence, the need to implement actions aimed at the professional improvement of the director. The article exposes a pedagogical improvement strategy to transform the modes of action of special education managers in the direction of scientific-methodological work aimed at the development of self-determination skills in students with intellectual disabilities. Theoretical and empirical methods were used to identify and solve the improvement needs of managers. The novelty of the strategy lies in the articulated conception of the different forms of improvement, established in Advanced Education, from the municipality's work system, with a systemic, planned and conscious character. With its implementation, the professional and personal performance of the managers and students was improved, who graduated with the empowerment of skills for making decisions, making choices, solving problems and establishing goals and objectives.

RESUMO O vertiginoso desenvolvimento da revolução técnico-científica e o seu impacto na esfera educativa exigem o aperfeiçoamento contínuo dos dirigentes das instituições de ensino de educação especial, uma vez que lhes compete dirigir cientificamente os processos educativos, aconselhar os professores, as famílias e coordenar com o sector sócio-económico. -os agentes educativos da rede escolar conseguirem nos alunos o desenvolvimento de competências prático-sociais e uma aprendizagem de qualidade para a vida, para que se formem aptos e capazes de interagir adequadamente no seu ambiente sócio-familiar. Daí a necessidade de implementar ações que visem ao aperfeiçoamento profissional do diretor. O artigo expõe uma estratégia de aprimoramento pedagógico que visa transformar os modos de atuação dos gestores de educação especial para direcionar o desenvolvimento de competências de autodeterminação em alunos com deficiência intelectual. Métodos teóricos e empíricos foram utilizados para identificar e solucionar as necessidades de melhoria dos gestores. A novidade da estratégia reside na concepção articulada das diferentes formas de melhoria, estabelecidas na Educação Avançada, a partir do sistema de trabalho do município, com caráter sistêmico, planejado e consciente. Com a sua implementação, melhorou-se o desempenho profissional e pessoal dos gestores e alunos, que se formaram com a capacitação de competências para tomar decisões, fazer escolhas, resolver problemas e estabelecer metas e objetivos.

RESUMEN El vertiginoso desarrollo de la revolución científico técnica y su incidencia en la esfera educacional exigen de la superación continúa de los directores de las instituciones educativas de la educación especial, pues a ellos les corresponde dirigir científicamente los procesos educativos, asesorar a docentes, familias y coordinar con los agentes socioeducativos de la red escolar para lograr en los educandos, el desarrollo de habilidades prácticas - sociales y un aprendizaje de calidad para toda la vida, de manera que egresen aptos y capaces de interactuar adecuadamente en su entorno socio familiar. De ahí, la necesidad de implementar acciones orientadas a la superación profesional del director. El artículo expone una estrategia pedagógica de superación dirigida a transformar los modos de actuación de los directivos de la educación especial para direccionar el desarrollo de habilidades de autodeterminación en los educandos en situación de discapacidad intelectual. Fueron empleados métodos del nivel teórico y empírico para la identificación y solución de las necesidades de superación de los directivos. La novedad de la estrategia radica en la concepción articulada de las diferentes formas de superación, establecidas en la Educación de Avanzada, desde el sistema de trabajo del municipio, con un carácter sistémico, planificado y consiente. Con su implementación se perfeccionó el desempeño profesional y personal de los directivos y los educandos quienes egresaron con el empoderamiento de habilidades para la toma de decisiones, la realización de elecciones, la resolución de problemas y el establecimiento de metas y objetivos.

Resumen El artículo plantea los resultados de una investigación realizada entre 2020 y 2022 por parte de dos tutoras de la cátedra de Psicopedagogía de la Universidad Estatal a Distancia, con el objetivo de analizar la atención recibida por la población estudiantil con discapacidad que enfrenta barreras para el aprendizaje en tiempos de la pandemia por el COVID-19 y las estrategias usadas por el personal docente para orientar a las familias en el acompañamiento a la población. A nivel metodológico, la investigación se enmarcó en un enfoque cualitativo, que utilizó como principal insumo la entrevista semiestructurada con 20 docentes y 20 familias de 12 instituciones públicas de primaria del Gran Área Metropolitana. El estudio revela que la pandemia tuvo un impacto en el proceso de aprendizaje de las personas estudiantes con discapacidad, quienes enfrentan barreras para el aprendizaje debido a la dificultad en la identificación e implementación de estrategias pedagógicas virtuales adecuadas a las condiciones de cada estudiante de acuerdo con su condición de discapacidad.

Résumé Cet article expose les résultats d'une recherche menée entre 2020 et 2022 par deux tutrices de la chaire de Psychopédagogie de l'Université d'État à Distance du Costa Rica. L'objectif était d'analyser l'attention accordée à la population étudiante en situation de handicap faisant face à des obstacles d'apprentissage pendant la pandémie de la COVID-19, ainsi que les stratégies utilisées par le personnel enseignant pour guider les familles dans le soutien à cette population. Au niveau méthodologique, la recherche s'est inscrite dans une approche qualitative, en utilisant comme principal input l'entrevue semi-structurée avec 20 enseignants et 20 familles de 12 institutions primaires de la Grande Zone Métropolitaine. L'étude révèle que la pandémie a eu un impact sur le processus d'apprentissage des étudiants en situation de handicap, lesquels font face à des obstacles à l’apprentissage en raison de la difficulté à identifier et à mettre en place des stratégies pédagogiques virtuelles adaptées aux conditions de chaque étudiant en fonction de son handicap.

Abstract The article presents the results of a research conducted between 2020 and 2022 by two tutors from the Chair of Psychopedagogy at the Distance State University of Costa Rica. The aim was to analyze the attention received by the student population with disabilities facing barriers to learning during the COVID-19 pandemic and the strategies used by teaching staff to guide families in supporting this population. Methodologically, the research adopted a qualitative approach, primarily using semi-structured interviews with 20 teachers and 20 families from 12 public primary institutions in the Greater Metropolitan Area. The study reveals that the pandemic had an impact on the learning process of students with disabilities, who encountered barriers due to difficulties in identifying and implementing virtual pedagogical strategies suitable for each student's condition based on their disability.

ABSTRACT The continuous improvement of Physical Education teachers constitutes a need that has transcended different generations of teachers, determined by the growing development of science and technology, the demands of the third Cuban educational improvement, the demands in the preparation and training of teachers and the need for its impact on the training of a qualified graduate capable of developing not only physical skills and abilities, but also for life, which allow them to act in the social, family and work environment. The objective of this research was to design a pedagogical improvement strategy to transform the modes of action of Physical Education teachers, in the direction of the teaching-learning process, based on the development of self-determination skills in students in situations of intellectual disability. The investigative methods used in the theoretical and empirical order were analysis and synthesis, historical-logical, inductive-deductive, modeling and systemic-structural-functional; In addition to the interview, observation, survey, document analysis, expert judgment and multiple triangulations, which allowed us to reveal the causes that affect the normal development of self-determination skills, as well as to develop the strategy. With its implementation, the professional and personal performance of teachers and students was improved, who graduated with the empowerment of skills for making decisions, making choices, solving problems and establishing goals and objectives.

RESUMEN La superación continua de los profesores de Educación Física constituye una necesidad que ha transcendido diferentes generaciones de docentes, determinada por el desarrollo creciente de la ciencia y la técnica, las exigencias del tercer perfeccionamiento educacional cubano, las demandas en la preparación y capacitación del profesorado y la necesidad de su incidencia en la formación de un egresado apto y capaz de desarrollar no solo habilidades y capacidades físicas, sino también para la vida, que les permitan actuar en el medio social, familiar y laboral. El objetivo de esta investigación consistió en diseñar una estrategia pedagógica de superación para transformar los modos de actuación de los profesores de Educación Física, en la dirección del proceso de enseñanza-aprendizaje, en función del desarrollo de habilidades de autodeterminación en los educandos en situación de discapacidad intelectual. Los métodos investigativos utilizados en el orden teórico y empírico fueron el análisis y síntesis, el histórico-lógico, el inductivo-deductivo, la modelación y el sistémico-estructural-funcional; además de la entrevista, la observación, la encuesta, el análisis de documentos, el criterio de expertos y la triangulación múltiple, los que permitieron revelar las causales que inciden en el normal desarrollo de las habilidades de autodeterminación, así como elaborar la estrategia. Con su implementación se perfeccionó el desempeño profesional y personal de los profesores y los educandos, quienes egresaron con el empoderamiento de habilidades para la toma de decisiones, la realización de elecciones, la resolución de problemas y el establecimiento de metas y objetivos.

RESUMO O aperfeiçoamento contínuo dos professores de Educação Física constitui uma necessidade que transcendeu as diferentes gerações de professores, determinada pelo crescente desenvolvimento da ciência e da tecnologia, pelas exigências do terceiro melhoramento educacional cubano, pelas exigências na preparação e formação de professores e pela necessidade de seu impacto na formação de um egresso qualificado, capaz de desenvolver não apenas competências e habilidades físicas, mas também para a vida, que lhe permitam atuar no ambiente social, familiar e de trabalho. Discapacidade intelectual. Os métodos investigativos utilizados na ordem teórica e empírica foram análise e síntese, histórico-lógico, indutivo-dedutivo, modelagem e sistêmico-estrutural-funcional; Além da entrevista, observação, inquérito, análise documental, peritagem e triangulação múltipla, que permitiram revelar as causas que afetam o normal desenvolvimento das competências de autodeterminação, bem como desenvolver a estratégia. Com a sua implementação melhorou-se o desempenho profissional e pessoal de professores e alunos, que se formaram com a capacitação de competências para tomar decisões, fazer escolhas, resolver problemas e estabelecer metas e objetivos.

ABSTRACT It is well known that the most common way to reduce the effects of Inclusive methodological strategy for teaching - learning football in students with attention deficit hyperactivity disorder in the physical culture class (ADHD) has historically been through pharmacological products. However, it is irrefutable that the influence of physical exercise has avoided undesirable side effects and has achieved significant favorable changes in patients. This physical activity was basically implemented preventively, mainly under medical, chronic conditions and disabilities, also to contribute to the cognitive and behavioral sphere. The objective of this work consisted of proposing a group of methodological recommendations in the Physical Education class to improve the living conditions of children with ADHD in the Sagrado Corazón Fiscomisional Educational Unit of Esmeraldas, Ecuador. The empirical methods used were scientific observation, the survey applied to students and the interview directed to teachers. Once these recommendations were implemented, a survey of both components of the process was also used to obtain a preliminary assessment of the effect of this proposal, because it turned out to be a methodological aid of high value to prepare teachers and students in their influences as a counselor in the case of the teacher and as an academic social collective in the case of the group of students.

RESUMEN Es bien sabido que la forma más común de reducir los efectos del trastorno por déficit de atención con hiperactividad ha sido históricamente a través de productos farmacológicos. Sin embargo, es irrefutable que la influencia del ejercicio físico ha evitado indeseables efectos secundarios y ha logrado cambios favorables significativos en los pacientes. Esta actividad física fue implementada básicamente de forma preventiva, principalmente bajo condiciones médicas, crónicas y discapacidades, también para contribuir a la esfera cognitiva y comportamental. El objetivo de este trabajo consistió en proponer un grupo de recomendaciones metodológicas en la clase de Educación Física para mejorar las condiciones de vida de niños con trastorno por déficit de atención con hiperactividad en la Unidad Educativa Fiscomisional Sagrado Corazón de Esmeraldas, Ecuador. Los métodos empíricos que se utilizaron fueron la observación científica, la encuesta aplicada a estudiantes y la entrevista dirigida a profesores; también se emplea, una vez implementadas estas recomendaciones, una encuesta a ambos componentes del proceso para obtener una valoración preliminar sobre el efecto de esta propuesta, debido a que resultó ser una ayuda metodológica de alto valor para preparar los profesores y estudiantes en sus influencias como orientador en el caso del profesor y como colectivo social académico en el caso del grupo de estudiantes.

RESUMO É bem sabido que a forma mais comum de reduzir os efeitos do transtorno de déficit de atenção e hiperatividade tem sido historicamente por meio de produtos farmacológicos. Contudo, é irrefutável que a influência do exercício físico evitou efeitos colaterais indesejáveis e alcançou mudanças favoráveis significativas nos pacientes. Essa atividade física foi implementada basicamente de forma preventiva, principalmente em condições médicas, crônicas e deficiências, também para contribuir na esfera cognitiva e comportamental. O objetivo deste trabalho foi propor um conjunto de recomendações metodológicas nas aulas de Educação Física para melhorar as condições de vida de crianças com transtorno de déficit de atenção e hiperatividade na Unidade Educacional Fiscomisional Sagrado Corazón de Esmeraldas, Equador. Os métodos empíricos utilizados foram a observação científica, o inquérito aplicado aos alunos e a entrevista dirigida aos professores; Uma vez implementadas estas recomendações, recorre-se também a um levantamento de ambas as componentes do processo para obter uma avaliação preliminar do efeito desta proposta, porque se revelou uma ajuda metodológica de elevado valor para preparar professores e alunos nas suas influências. como conselheiro no caso do professor e como coletivo social acadêmico no caso do grupo de alunos.

ABSTRACT The union of theory and practice is crucial for equitable teaching, and flexible and effective strategies are required to ensure inclusion. The objective of this article was to propose strategies for the participation of students with disabilities in Physical Education classes. Twenty-two works focused on inclusion strategies for Physical Education were reviewed in the SciELO, Google Academic and Dialnet databases. Based on the results obtained, the systematization was carried out and strategies were designed to improve the learning experience and promote equality, including those that adapt to the curriculum and activities; those of teacher training and awareness; and, those with an inclusive culture and positive environment. It is concluded that educational inclusion is a complex process that demands changes in attitudes, methodologies and educational policies.

RESUMEN La unión de la teoría y la práctica es crucial para una enseñanza equitativa, además se requiere de estrategias flexibles y efectivas para asegurar la inclusión. El objetivo de este artículo fue proponer estrategias para la participación de estudiantes con discapacidad en las clases de Educación Física. Se revisaron 22 trabajos centrados en estrategias de inclusión para Educación Física en las bases de datos SciELO, Google Académico y Dialnet. A partir de los resultados obtenidos, se procedió a la sistematización y se diseñaron estrategias para mejorar la experiencia de aprendizaje y promover la igualdad, entre ellas las que se adaptan al currículo y actividades; las de formación y sensibilización docente; y, las de cultura inclusiva y ambiente positivo. Se concluye que la inclusión educativa es un proceso complejo que demanda cambios en actitudes, metodologías y políticas educativas.

RESUMO O casamento entre teoria e prática é crucial para o ensino equitativo, e são necessárias estratégias flexíveis e eficazes para garantir a inclusão. O objetivo deste artigo foi propor estratégias para a participação de alunos com deficiência nas aulas de educação física. Vinte e dois artigos com foco em estratégias de inclusão para a Educação Física foram revisados nas bases de dados SciELO, Google Scholar e Dialnet. Com base nos resultados obtidos, foram sistematizadas e elaboradas estratégias para melhorar a experiência de aprendizagem e promover a igualdade, incluindo aquelas adaptadas ao currículo e às atividades; treinamento e conscientização dos professores; e cultura inclusiva e ambiente positivo. Conclui-se que a inclusão educacional é um processo complexo que exige mudanças de atitudes, metodologias e políticas educacionais.

RESUMEN Frente a los cambios que las personas con discapacidad en el Ecuador han experimentado a partir de los estatutos establecidos en la Constitución del 2008 y las leyes y propósitos subsecuentes, nace la necesidad de realizar la presente investigación sobre el impacto que ha tenido una educación especializada y un apoyo profesional y continuo, en la inclusión tanto social como laboral de las personas con Síndrome de Down, y que de alguna manera permite visualizar la realidad a la que se han enfrentado. El presente trabajo es un estudio de caso de cuatro personas con Síndrome de Down incluidos laboralmente en una empresa privada del Ecuador, de tecnología y servicios petroleros, quienes han mantenido procesos de enseñanza y aprendizaje desde hace varios años en una Institución particular de Educación Especial, la cual ha auspiciado su educación y su inclusión social y laboral mediante el Programa de “Empleo Presencial con Tutoría permanente”. Con la realización de entrevistas a los funcionarios de la empresa, encuestas a los padres de familia, con la observación directa de la situación laboral de estas personas, se pudo concluir que su entrenamiento pre laboral dentro de la institución educativa y la metodología seguida para la inclusión social y laboral, ha facilitado su adaptación a un ambiente real de trabajo y ha permitido que la experiencia resulte positiva para todos quienes participan de la misma, y sobre todo ha hecho posible que puedan mantener sus puestos de trabajo.

ABSTRACT Faced with the changes that people with disabilities in Ecuador have experienced from the statutes established in the 2008 Constitution and the subsequent laws and purposes, the need arises to carry out this investigation on the impact that specialized education and professional and continuous support, in both the social and labor inclusion of people with Down Syndrome, and that in some way allows them to visualize the reality they have faced. The present work is a case study of four people with Down Syndrome included in the work force in a private oil technology and services company in Ecuador, who have maintained teaching and learning processes for several years in a private Special Education Institution. which has sponsored their education and their social and labor inclusion through the “In-Person Employment with Permanent Tutoring” Program. By conducting interviews with officials of the company, surveys with parents, with direct observation of the employment situation of these people, it was possible to conclude that their pre-employment training within the educational institution and the methodology followed for social and labor inclusion, it has facilitated their adaptation to a real work environment and has allowed the experience to be positive for all those who participate in it, and above all it has made it possible for them to keep their jobs.

Abstract Landau-Kleffner syndrome (LKS) is an epilepsy syndrome of childhood, characterized by auditory verbal agnosia and severe electroencephalographic abnormalities. It happens between 3-7 years of age, 20% without seizures. A 6-years-old boy, with normal psychomotor development, who begins to experience difficulties in understanding the meaning of words, sometimes with incoherent speech and writing difficulties (irregular handwriting, spelling mistakes). Neurological evaluation showed loss of comprehensive language with auditory verbal agnosia, difficulties in fine motor skills and in graphomotor coordination. After clinical suspicion, the diagnosis of SLK was confirmed by night video-electroencephalogram (EEG): abundant paroxysmal activity of bilateral and independent fronto-center-temporal spikes and spike-wave activity, with an almost continuous exacerbation during sleep. Initially treated with valproate and clobazam, without improvement, he started prednisolone, with improvement in language, writing and normalization of the EEG. Knowledge of this syndrome is important for differential diagnosis with other neurological disorders, especially learning difficulties.

Resumo Síndrome de Landau-Kleffner (SLK) é uma epilepsia da idade pediátrica, caracterizada por agnosia verbal auditiva e alteração eletroencefalográfica grave. Manifesta-se entre 3-7 anos de idade, 20% sem convulsões. Rapaz de 6 anos, normal desenvolvimento psicomotor, inicia dificuldades de compreensão do significado das palavras, por vezes com discurso incoerente e dificuldades de novo da escrita (caligrafia irregular, erros ortográficos). Na avaliação neurológica com perda de linguagem compreensiva com agnosia verbal auditiva, dificuldades de motricidade fina e coordenação grafo-motora. Após suspeição clínica, o diagnóstico de SLK foi confirmado pelo vídeo-eletroencefalograma (EEG) noturno: abundante atividade paroxística de pontas e ponta-onda fronto-centro-temporal bilaterais e independentes, exacerbada no sono, de forma quase contínua. Inicialmente medicado com ácido valpróico e clobazam, sem melhoria, iniciou prednisolona, com melhoria da linguagem, escrita e normalização do EEG. É importante o conhecimento desta síndrome para diagnóstico diferencial com outras perturbações neurológicas, especialmente as dificuldades de aprendizagem específica.

Resumo Os desafios que a escola e a pedagogia hoje exigem requerem a concepção e aplicação de uma intervenção pedagógica baseada num processo de motivação verdadeiramente personalizado, estimulante, orientador, funcional, integral e com uma nova concepção do futuro cidadão que educamos. Nesse sentido, a busca de meios para atender e solucionar as dificuldades que surgem no processo ensino-aprendizagem de escolares com deficiência intelectual é necessária e imprescindível. O presente trabalho aborda a necessidade de favorecer o processo de ensino-aprendizagem da matemática a partir do desenvolvimento de habilidades para o cálculo escrito de adição e subtração em alunos com deficiência intelectual.

Resumen Los retos que hoy exige la escuela y la pedagogía obligan a diseñar y a aplicar una intervención pedagógica basada en un proceso de motivación verdaderamente personalizado, estimulador, orientador, funcional, integral y con una nueva concepción sobre el futuro ciudadano que educamos. En esta dirección se hace necesaria e imprescindible la búsqueda de las vías para atender y solucionar las dificultades que se presentan en el proceso de enseñanza-aprendizaje de los escolares con discapacidad intelectual. El presente trabajo aborda la necesidad de favorecer el proceso de enseñanza-aprendizaje de la matemática a partir del desarrollo de habilidades para el cálculo escrito de adición y sustracción en escolares con discapacidad intelectual.

Abstract The challenges demanded nowadays by school and pedagogy require the design and application of a pedagogical intervention based on a truly personalized, stimulating, guiding, functional, comprehensive motivation process and with a new conception of the future citizens we educate. In this sense, the search for ways to attend and solve the difficulties that arise in the teaching-learning process of students with intellectual disabilities is necessary and essential. The present work addresses the need to improve the teaching-learning process of mathematics from the development of skills for the written calculation of addition and subtraction in students with intellectual disabilities.

Post-graduate online students studying in cohorts are expected to collaborate effectively with their peers and instructors in the virtual environment and are presumed to have the necessary skills needed for self-directed online learning. However, studies have shown that the low retention and success rates in online learning could be attributed to individual students experiencing a sense of isolation in a community of online students. Providing various non-academic support is as crucial for ensuring success as academic support services. More importantly, the support should acknowledge and address the unique set of skills, experiences, and expectations of the individual student in the community of online learners. This study aimed to ascertain whether professional and administrative student support that focused on the individual needs of the post-graduate student promotes retention and success in online studies. A qualitative case study at a business school at a South African higher education institution evaluated the professional and administrative support types, range and timing in promoting success in online post-graduate studies. This included the content analysis of key documents such as the self-evaluation report and the survey report on evaluation, impact and lifelong learning of a post-graduate qualification, followed by a focus-group session to ascertain staff perceptions of the professional and administrative services and resources in promoting success in online post-graduate studies. Using Simpson's Proactive Motivational Support model (PaMS) as a lens, the study revealed a lack of motivational aspects of student support for online post-graduate students. Furthermore, the results affirmed the presumption of post-graduate students as a homogenous group prepared to succeed in online learning communities. Moreover, that limited provision was made to support online postgraduate students from remote areas and for those with disabilities. The study concludes that a more personalised approach to student support will motivate post-graduate students to become successful self-directed students in a community of online learners. Moreover, a focused school, college and institutional approach and an integrated inter- and intra-institutional collaboration are needed to enhance self-directed learning, foster a sense of belonging, and promote success in online post-graduate studies.