Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Costa, Monalisa Michele
 |
| Orientador(a): |
Gianfaldoni, Mônica Helena Tieppo Alves
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso embargado |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
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| Departamento: |
Faculdade de Ciências Humanas e da Saúde
|
| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/41073
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Resumo: |
O National Institute for Educational Studies and Research (INEP) in 2020 demonstrated an increase in the number of students aged 4 to 17 in the field of special education. Although there is an increase in the proportion of students with disabilities enrolled in regular classes, the teaching of math skills in the Brazilian educational system is compromised. Thus, the aim of this study was to identify behavioral analytic studies investigating the procedures and effects of teaching math skills to individuals with neurodevelopmental delays, intellectual disabilities, and communication or visual impairments. A literature review was conducted in the databases Psycinfo, Scopus, Google Scholar, and SciELO from 2012 to 2022, in which 1937 articles were located, of which only nine were selected for further analysis. The majority of studies were related to the deaf and autistic populations, suggesting a need to expand research to other areas of neurodevelopmental and disability. Most studies were conducted in school settings, demonstrating progress in the inclusion of people with disabilities in regular schools |
