Lines of Research

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

A research nucleus is made up of groups of professors and students who work in the same line or with the same theme, 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 core professors.

Currently, research in the Graduate Program in Special Education is articulated around three lines of research, which guide and organize scientific activity.

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

Investigates basic processes of learning and cognition and possible impairments of these processes in individuals with special educational needs, including intellectual disability, autism or learning problems. Develops procedures for the assessment and teaching of complex skills. In general, the learning of individuals with disabilities, and especially of intellectual disabilities, requires, for its occurrence, an accurate control of the variables involved in the process. Careful investigation in this area can allow the identification of relevant variables and parameters and the detailed description of the resulting processes. The knowledge thus obtained can be applied to the development and evaluation of programs for the teaching of this specific clientele, and also 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, diversified programs have been designed 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 experimentally tested with children from peripheral schools who have learning difficulties. The conditions for the incorporation of elements of these programs to the pedagogical practice are also investigated, and the construction of flexible programs is sought, which can be used by teachers of students with varying degrees of special needs.

Advisors: Antonio Celso de Noronha Goyos, Deisy das Graças de Souza, Lidia Maria Marson Postalli, Priscila Benitez, Maria Stella Coutinho de Alcântara Gil e Nassim Chamel Elias.

Line 2 - Implementation and evaluation of alternative special education programs

It develops studies to identify, describe and overcome special educational needs, proposing, implementing and scientifically evaluating systemic educational programs, considering the teaching of specific skills, the structuring of pedagogical routines, the proposition of curricular parameters, proposals for curricular adaptation or even the analysis of special education programs and services. This line also emphasizes the teaching of functional skills and the development of competences in the target audience of special education, which have an impact on their independence and their future educational and social inclusion. Therefore, it is expected that such competences are developed from an ecological perspective, prioritizing teaching in situations as close as possible to natural conditions. The programs involve teaching specific skills in academic, communicative, vocational, social or other areas that promote autonomy and participation in community life.

Advisors: Adriana Garcia Gonçalves, Almir Del Prette, Fátima Elisabeth Denari, Gerusa Ferreira Lourenço, Juliane Aparecida de Paula Perez Campos, Maria Amelia Almeida, Maria da Piedade Resende da Costa, Márcia Duarte, Mey de Abreu Van Munster e Rosemeire de Araújo Rangni.

Line 3 - Scientific production and training of human resources in Special Education

This line undertakes efforts to meta-analyze the knowledge produced in Special Education in the country and the process of training human resources in this area. The objective of these investigations is to generate a differentiated knowledge of the area itself, to base the formation of professionals qualified to evaluate, implement, administer and/or guide programs and services in Special Education. The methodology of the line includes 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, with a view to describing and evaluating available knowledge. It also involves the study of how knowledge is being or should be made available for access in training courses for professionals in the area. Among the projects of interest are the historical and conceptual development of the area, educational policies and underlying concepts. In another aspect, training procedures are focused, with emphasis on the development of teaching programs and instructional materials, designed to produce conceptual changes in professionals in training, with regard to the educational possibilities of people with special needs.

Advisors: Carla Ariela Rios Vilaronga, Carolina Severino Lopes da Costa , Cristina Broglia Feitosa de Lacerda, Enicéia Gonçalves Mendes, Fabiana Cia, Lara Ferreira dos Santos, Leonardo Santos Amâncio Cabral, Maria Cristina Piumbato Innocentini Hayashi, Rosimeire Maria Orlando e Vanessa Regina de Oliveira Martins.