RESUMEN

Se presenta un análisis cualitativo al discurso normativo colombiano en torno a la Inclusión Educativa producido entre los años 1991 y 2013, se identifican conceptos, criterios e imaginarios que lo atraviesan, algunas relaciones entre dicho discurso y sus condicionesde emergencia. Se destaca, entre otros asuntos, que el discurso normativo colombiano con respecto a la Inclusión Educativa tiende a desconfiar de sí mismo, aspira a abarcar todas las realidades humanas, en este sentido homogeniza e idealiza los fenómenos.

A qualitative analysis to the Colombian regulatory discourse around Educational Inclusion, produced between 1991 and 2013, is introduced. Besides, some concepts, criteria, and imaginaries which cross it, as well as some relations between that speech and emergencyconditions are identified. Among other issues, the Colombian normative discourse regarding Inclusive Education, which tends to distrust itself, is highlighted, and aims to encompassall human realities, which, in this sense homogenizes and idealizes the phenomena.

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Das anemias hereditárias, a falciforme (AF) configura-se como a anemia hemolítica do tipo autossômica recessiva mais prevalente no mundo, determinada por uma alteração dahemoglobina que não consegue transpor-se pelos vasos e fazendocom o que o sistema circulatório apresente dificuldades para levar aoxigenação ao organismo. Visto que na literatura brasileira têm-seponderações apenas em relação à descrição da prática de atividadefísica por indivíduos com o traço falciforme, este estudo buscou investigar e pontuar considerações referentes ao desempenho ocupacional de crianças/adolescentes com AF para a realização de atividades físicas. Foi realizado um estudo de naturezaqualitativa exploratória e como procedimento de delineamento o estudo de caso, os dados foram coletados utilizando-se a Medida Canadense de Desempenho Ocupacional com 13 sujeitos, crianças/adolescentes com o diagnóstico de AF. Foram constatadasalterações obtidas no desempenho das crianças/adolescentes com AF no que diz respeito às atividades físicas, como a indisposição, cansaço, dor, edema. Contudo, verificou-se que tais acometimentos não são compreensíveis para esta população, e que existemdistintos graus de limitação...

In hereditary anemias, sickle cell disease (SCD) is confi gured as hemolytic anemia autosomal recessive type most prevalent in the world, determined by an altered hemoglobinthat cannot be transposed vessels, making with the circulatory system will have problems to carry oxygen to the body. Whereas in Brazilian literature have been weighted only for the description of physical activity for individuals with sickle cell trait, this study sought to investigate and scoring considerations regarding theoccupational performance of children/adolescents with SCD toperform physical activities. A qualitative and exploratory study was performed design procedure as a case study; data were collected through the Canadian Occupational Performance Measure(COPM) with 13 subjects, children and adolescents diagnosed with SCD. Changes obtained were found in the performance of children and adolescents with SCD related to sports activities, such as malaise, fatigue, pain and edema. However, it was foundthat these affections are not understandable for this population,and that there are different degrees of limitation...

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Inclusion of deaf children in regular classrooms is often described as unsuccessful. The present article shows how communicative and metacommunicative strategies used in teacher(s)-deaf students(s) interactions may facilitate inclusion. A fourth-grade classroom was investigated where a coteaching approach--a master teacher working with a teacher trained in Brazilian Sign Language (BSL)--was used. The class, 7 deaf and 19 hearing students, was selected because of the teacher dyad's effectiveness with these students. The teachers' interactive styles and strategies are highlighted, along with communicative and metacommunicative processes that occurred between them and the deaf students. The authors show that meanings are co-constructed not only through words or BSL but through nonverbal actions. Relational metacommunicative strategies make integration more effective and learning easier and more pleasant; therefore, dialogue with deaf children entails more than the mere use of words, either vocally or with signs.

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