<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000100049</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.44791</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crenças e práticas educativas de mães de crianças com desenvolvimento atípico]]></article-title>
<article-title xml:lang="en"><![CDATA[Beliefs and educational practices of mothers of children with atypical development]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Minetto]]></surname>
<given-names><![CDATA[Maria de Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Löhr]]></surname>
<given-names><![CDATA[Suzane Schmidlin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,fa.minetto@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,lohr@superig.com.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná Setor de Educação ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>59</numero>
<fpage>49</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000100049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O desenvolvimento humano at&#237;pico interfere no processo de aprendizado da crian&#231;a que o apresenta, sendo que os pais t&#234;m importante papel no sentido de estimular o desenvolvimento dos filhos. Por&#233;m, o envolvimento paterno sofre influ&#234;ncia das cren&#231;as que os pais t&#234;m sobre o desenvolvimento dos filhos. Para avali&#225;-las, Suizzo (2002) construiu a Escala de Cren&#231;as Parentais e Pr&#225;ticas de Cuidado (E-CPPC). Assim, na presente pesquisa foi realizada uma pesquisa descritiva e transversal, utilizando o E-CPPC com 75 m&#227;es de crian&#231;as com diagn&#243;stico de defici&#234;ncia intelectual, das quais 41 sem fen&#243;tipo (grupo que abrangeu, dentre outros, crian&#231;as com Transtorno do Espectro Autista), cuja defici&#234;ncia intelectual foi percebida nos primeiros anos de vida, e 34 m&#227;es de crian&#231;as com S&#237;ndrome de Down, identificada quando do nascimento. Das crian&#231;as com S&#237;ndrome de Down, 94,11% frequentavam escola especial e este percentual baixou para 80,48% nas crian&#231;as sem fen&#243;tipo. As m&#227;es dos dois agrupamentos apontaram em primeiro lugar a dimens&#227;o Apresenta&#231;&#227;o Apropriada do beb&#234;, envolvendo aqui a valoriza&#231;&#227;o de cuidados b&#225;sicos, vindo a seguir: Estimula&#231;&#227;o; Responsividade/v&#237;nculo; Disciplina. Na an&#225;lise de pares de dimens&#245;es do E-CPPC foi percebido que somente no par de dimens&#245;es Apresenta&#231;&#227;o-Responsividade/v&#237;nculo houve diferen&#231;a entre os grupos, sendo positiva e com signific&#226;ncia estat&#237;stica nas crian&#231;as com S&#237;ndrome de Down e n&#227;o apresentando rela&#231;&#227;o significativa no outro grupo. Poder contar com rede de apoio o quanto antes surge como sugest&#227;o importante aos dois grupos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Atypical human development interferes in the learning process of children who have it and parents have an important role to play in stimulating the development of their children. However, parental involvement suffers the influence of the beliefs they have regarding the development of their children. In order to assess such beliefs Suizzo (2002) created the Scale of Parental Beliefs and Care Practices (S-PBCP). A descriptive cross-sectional study was conducted using S-PBCP with 75 mothers of children diagnosed as having intellectual disability, 41 of whom had no phenotype (among other disabilities, this group included children with Autistic Spectrum Disorders) and whose intellectual disability was perceived in the first years of life, as well as 34 mothers of children with Down Syndrome identified as such at birth. 94.11% of the children with Down Syndrome attended special schools, whilst this percentage fell to 80.48% in children with no phenotype. The first dimension indicated by the mothers in both groups was the Appropriate Presentation of the baby, involving the valuing of basic care, followed by: Stimulation; Responsiveness/bond; Discipline. When analysing pairs of S-PBCP dimensions it was found that there was only a difference between the groups in the Presentation-Responsiveness/bond dimensions, it being positive and statistically significant for the children with Down Syndrome, but having no significant relationship for the other group. Being able to count on a support network as soon as possible appears as an important suggestion in both groups.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[práticas de cuidado]]></kwd>
<kwd lng="pt"><![CDATA[práticas educativas]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento atípico]]></kwd>
<kwd lng="pt"><![CDATA[crenças parentais]]></kwd>
<kwd lng="en"><![CDATA[care practices]]></kwd>
<kwd lng="en"><![CDATA[educational practices]]></kwd>
<kwd lng="en"><![CDATA[atypical development]]></kwd>
<kwd lng="en"><![CDATA[parental beliefs.]]></kwd>
</kwd-group>
</article-meta>
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