<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382010000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A participação escolar de alunos com deficiência na percepção de seus professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abe]]></surname>
<given-names><![CDATA[Patricia Bettiol]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Rita de Cássia Tibério]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Unesp  ]]></institution>
<addr-line><![CDATA[Marília ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>16</volume>
<numero>02</numero>
<fpage>283</fpage>
<lpage>296</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382010000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382010000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382010000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A identificação do nível de participação escolar do aluno com deficiência é fundamental para o monitoramento do processo educacional inclusivo. Requer o uso de instrumentos de medida que contemplem a funcionalidade perante demandas escolares específicas e que possam, ao mesmo tempo, motivar o professor a uma reflexão sobre o seu julgamento acerca do desempenho desse aluno. A School Function Assessment (SFA) é um instrumento que favorece a identificação de necessidades especiais do aluno com deficiência sob parâmetros de funcionalidade e participação. Nessa perspectiva, este estudo teve como objetivo analisar a influência da aplicação da SFA no julgamento do professor sobre a participação escolar do seu aluno com deficiência. Participaram do estudo oito professores que responderam sobre a participação escolar de seus nove alunos, por meio da SFA e de roteiro de entrevista. Os resultados demonstraram que, para cinco professores, a SFA favoreceu a percepção da participação com foco na demanda de atividades e propiciou reflexões que abrangeram os seguintes destaques: necessidade de avaliação da participação fora da sala de aula, relação entre o grau de deficiência e a participação, entendimento de especificidades do desempenho, importância do recurso adaptado para neutralizar a incapacidade e importância do desvio do foco de atenção da deficiência para a funcionalidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The identification of the level of school participation of disabled students is crucial for monitoring the inclusive educational process. It requires the use of measuring instruments that provide functionality before school specific demands, and that at the same time can motivate the teacher to reflect on his judgment about the performance of students with disabilities. School Function Assessment (SFA) is a tool that helps recognize the special needs of students with disabilities according to parameters of functionality and participation. Thus, this study analyzed the influence of the use of SFA on the teacher's judgment of student participation and performance. Eight teachers responded regarding the participation of nine students with disabilities through the use of the SFA and a questionnaire. The results indicated that, for five teachers, SFA helped with the perception of the student's participation, focusing on the activity demand and brought reflections on: the need of evaluation not just in the classroom, co-relation between the degree of disability and the participation of the student, understanding of the specificities of the performance, importance of the adaptation to neutralize incapacity and the importance of the focus deviation from the disability toward functionality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Terapia Ocupacional]]></kwd>
<kwd lng="pt"><![CDATA[Participação do Aluno]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Occupational Therapy]]></kwd>
<kwd lng="en"><![CDATA[Student Participation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A participa&ccedil;&atilde;o escolar de alunos com defici&ecirc;ncia na  percep&ccedil;&atilde;o de seus professores.</h2> <h3>School participation  of students with disabilities from the perception of their teachers.</h3>     <p>&nbsp;</p> <h4>Patricia Bettiol Abe, Rita de C&aacute;ssia Tib&eacute;rio Ara&uacute;jo    <br> </h4>     <p>&nbsp;</p> </font>      ]]></body><back>
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