<?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>S1413-65382019000100067</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382519000100005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Brinquedos Educativos Associados à Contação de Histórias Aplicados a uma Criança com Deficiência Múltipla]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational Toys Associated with Storytelling Used with a Child with Multiple Disabilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FELÍCIO]]></surname>
<given-names><![CDATA[Franciele Aparecida dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SEABRA JUNIOR]]></surname>
<given-names><![CDATA[Manoel Osmar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[Viviane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[Presidente Prudente SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[Presidente Prudente SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Faculdades Integradas de Jaú  ]]></institution>
<addr-line><![CDATA[Jaú SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>67</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382019000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382019000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382019000100067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo teve por objetivo analisar os efeitos dos brinquedos educativos associados à contação de histórias na interação de uma criança com deficiência múltipla. Participou do estudo uma criança de dez anos com diagnóstico de deficiência múltipla (paralisia cerebral e deficiência visual). Foi empregado o delineamento de sujeito único, no modelo AB, para verificar e avaliar as variáveis do estudo, sendo a variável dependente as habilidades de interação com os brinquedos educativos. A variável independente caracterizou-se pela aplicação de brinquedos educativos associados à contação de histórias e estratégias adicionais. Como materiais, foram selecionados oito brinquedos do kit da Instituição LARAMARA para cegos, que atendiam ao objetivo da pesquisa. O treinamento baseou-se na contação de histórias seguidas pelo uso de estratégias adaptadas em diferentes situações, totalizando seis sessões para cada brinquedo, divididas em duas etapas, linha de base (A) e intervenção (B). Todas as sessões foram filmadas, analisadas e pontuadas de acordo com a folha de registro, para mensurar a interação do participante com os brinquedos. Como resultados, pode-se demonstrar que, nas fases de linha de base, o participante não interagiu com o brinquedo. Entretanto, quando foi introduzida a intervenção, houve aumento no número de interações com os brinquedos educativos, pois o participante conseguiu manipulá-los e dar função a todos os brinquedos. Em síntese, o uso dos brinquedos educativos associados à contação de histórias pode ser uma possibilidade de intervenção para pessoas com deficiências múltiplas de modo a oferecer mais interação com o brinquedo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aimed to analyze the effects of educational toys associated with storytelling in the interaction of a child with multiple disabilities. A ten-year-old child diagnosed with multiple disabilities (cerebral palsy and visual impairment) participated in the study. The single subject design in the AB model was employed to verify and evaluate the study variables of the study, the dependent variable being the interaction abilities with the educational toys. The independent variable was characterized by the application of educational toys linked with storytelling and additional strategies. As resources, eight toys were selected and adapted from the kit of the LARAMARA institution for the blind, which met the research objective. The training was based on storytelling followed by the use of adapted strategies in different situations, totaling six sessions for each toy, divided into two stages, baseline (A) and intervention (B). All sessions were filmed, analyzed and scored according to the rubric gauging, to measure the participant&#8217;s interaction with the toys. As results, it can be demonstrated that, in the baseline phases, the participant did not interact with the toy. However, when the intervention was introduced, there was a significant increase in the number of interactions with educational toys, as the participant was able to manipulate them and give function to all the toys. In summary, the use of educational toys associated with storytelling may indicate a possible intervention for people with multiple disabilities with the intention of offering more significant interaction with the toy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência múltipla]]></kwd>
<kwd lng="pt"><![CDATA[Brinquedo educativo]]></kwd>
<kwd lng="pt"><![CDATA[Contação de histórias]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de ensino]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Multiple disabilities]]></kwd>
<kwd lng="en"><![CDATA[Educational toys]]></kwd>
<kwd lng="en"><![CDATA[Storytelling]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical strategies]]></kwd>
</kwd-group>
</article-meta>
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