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Research Lines

The tradition in the Program has been to foster activities in research centers and to make these activities an essential condition of the student's scientific training.

A research center consists of groups of professors and students that work in the same line or on the same theme aspect, aiming to conduct individual or collective research projects related to this line and the training of new researchers through their participation in these Projects, to different degrees, under the guidance of one of the professors.

Nowadays, the research in the Graduate Program in Special Education is articulated in four lines of research, which guide and organize the scientific activity.


Research Line 1 - Learning and cognition of individuals with special educational needs

It investigates basic processes of learning and cognition and possible compromises of these processes in individuals with special educational needs, including intellectual disability, autism or learning problems. It develops procedures for the evaluation and teaching of complex skills. In general, the learning of individuals with disabilities, and especially of intellectual disability, requires, for its occurrence, an accurate control of the variables involved in the process. Careful research in this area may allow the identification of relevant variables and parameters and a thorough description of the resulting processes. Thus, the knowledge obtained can be applied to the development and evaluation of programs for the teaching of their specific individuals, and for the teaching of individuals with intellectual capacity considered normal, especially those who, due to specific problems of adequacy of the teaching methodology, present problems of learning. Based on fundamental knowledge about the development of symbolic behavior, diverse programs have been developed and tested, including computerized versions for teaching reading, writing and mathematics, which include crucial variables for the successful occurrence of learning. The programs have been tested experimentally with children periphery schools that present learning difficulties We also investigate the conditions for incorporating elements of these programs into pedagogical practice, and construct flexible programs that can be used by teachers of students with varying levels of special needs.

Supervisors: Antonio Celso de Noronha Goyos, Deisy das Graças de Souza, Lidia Maria Marson Postalli and Nassim Chamel Elias.


Research Line 2 - Implementation and evaluation of alternative special education programs

It develops studies for the identification, description and overcoming of special educational needs, proposing, implementing and evaluating scientifically systemic educational programs, considering the teaching of specific skills, the structuring of pedagogical routines, the proposition of curricular parameters, proposals for curricular adaptation or analysis of special education programs and services. This line also emphasizes the teaching of functional skills and the development of competencies in the targeted public education of special education that have an impact on their independence and their future educational and social inclusion. Therefore, it is expected that such competences will be developed in an ecological perspective, privileging the teaching in situations as close as possible to natural conditions. The programs involve the teaching of specific skills in the academic, communicative, professionalizing, social or other areas that promote autonomy and participation in community life.

Supervisors: Adriana Garcia Gonçalves, Fátima Elisabeth Denari, Juliane Aparecida de Paula Perez Campos, Maria Amelia Almeida, Maria da Piedade Resende da Costa, Márcia Duarte, Mey de Abreu Van Munster and Rosemeire de Araújo Rangni.


Research Line 3 - Educational and Prevention Practices: processes and problems

It investigates the processes and problems in the educational practices and practices of primary prevention, secondary and tertiary of the developing person, in different contexts of inclusion. The studies emphasize the multiplicity of interactions, and their resulting, between the target public of special education and the world in which they live, and propose the investigation of individual, group, or cognitive processes, affective, motivational and social, at any stage of lifecycle. It stands out the identification and characterization of processes and problems in the family, school, work, educational and health programs and institutions and public policies, as well as the elaboration, execution and evaluation of mediation actions to face the problems and process improvement. The research in that line is organized in areas that converge to improve educational practices and prevention practices and to promote development and learning of those involved.

Supervisors: Almir Del Prette, Ana Lúcia Rossito Aiello, Carolina Severino Lopes da Costa, Claudia Maria Simões Martinez, Fabiana Cia, Maria Stella Coutinho de Alcântara Gil, Rachel de Faria Brino, Tânia Maria Santana de Rose and Thelma Simões Matsukura


Research Line 4 - Scientific production and training of human resources in Special Education

This line undertakes efforts of meta-analysis of the knowledge produced in Special Education in the country and the process itself of training human resources in this area. The main objective of these investigations is to generate a differentiated knowledge in the area, to support the training of professionals qualified to evaluate, implement, administer and/or direct programs and services in Special Education. The methodology of the line contemplates the stages of production to the dissemination of scientific knowledge in Special Education. It involves historical analyzes of methodological and conceptual evolution and educational policies, in order to describe and evaluate available knowledge. It also involves the study of how knowledge is or should be made available for access to training courses for professionals in the field. Projects of interest include the historical and conceptual development of the area, the educational policies and the underlying conceptions. In another aspect, training procedures are focused, with emphasis on the development of educational programs and instructional materials, designed to produce conceptual changes in professionals’ formation, regarding the educational possibilities of individual with special needs.

Supervisors: Carla Ariela Rios Vilaronga, Cristina Broglia Feitosa de Lacerda, Cristina Yoshie Toyoda, Enicéia Gonçalves Mendes, Katia Regina Moreno Caiado, Lara Ferreira dos Santos, Maria Cristina Piumbato Innocentini Hayashi, Rosimeire Maria Orlando and Vanessa Regina de Oliveira Martins.