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RESUMO: Este estudo teve como objetivo analisar apoios catalães oferecidos para jovens adultos com Deficiência Intelectual (DI) e/ou Transtorno do Espectro Autista (TEA) no contexto brasileiro, com o propósito de discutir sobre a oferta de programas públicos centrados nas pessoas com deficiência, sobretudo ao término do processo de escolarização. Para isso, foram aplicadas avaliações com estudantes jovens adultos brasileiros com DI e/ou TEA para caracterização dos seus níveis de intensidades de apoio e escolarização, bem como foram realizadas entrevistas com profissionais catalãs que identificaram apoios que poderiam ser úteis para a realidade educacional dos participantes envolvidos no estudo. Assim, foi evidenciada a disparidade entre as duas realidades, demostrando a necessidade do desenvolvimento de normativas e institucionalização de apoios para esse público, principalmente na transição do Ensino Médio à vida adulta e independente, além da formação continuada para docentes e envolvimento de profissionais interdisciplinares no contexto escolar para dar apoio efetivo aos estudantes.
ABSTRACT: The study aimed to analyze supports offered to Catalan young adults with Intellectual Disability (ID) and/or Autism Spectrum Disorder (ASD) in the Brazilian context, with the purpose of discussing the offer of public programs focused on people with disabilities, especially at the end of the schooling process. For this, evaluations were applied with Brazilian young adult students with ID and/or ASD to characterize their levels of support and schooling intensities, as well as interviews with Catalan professionals who identified support that could be useful for the educational reality of the participants involved in the study. Thus, the disparity between the two realities was evidenced, demonstrating the need for the development of normative and institutionalization of support for this public, especially in the transition from High School to adult and independent life, in addition to continuing education for teachers and the involvement of interdisciplinary professionals in the school context to provide effective support to students.
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Introduction: Studies about the implementation of the Family Centered Practices approach in Early Childhood Intervention refer as outcomes that have an impact on the Quality of Family Life, on children's development, and also on family empowerment. In Ecuador, despite an absence of Early Childhood Intervention policies and programs, a university has developed training in Family Centered Practices for graduate students. A formative component is to implement a Routines Based Model with families of children with disabilities. The aim of the study is to analyze the impact on the Family Quality of Life, children's development and self-perceived competence of families after the Routines Based Model has been implemented in their natural environment. Method: Eight families from a rural area and their children with disabilities were included in the study. The Family Quality of Life Scale-Early Childhood Intervention and the Screening of the Battelle Developmental Inventory were applied at the beginning and end of the process. A qualitative interview established the family perspective upon the outcomes in their family and their children. Results: There is evidence of a significant increase in the families' Quality of Life and in the children's development at the end of the process. At the interview the families declared themselves more competent to understand and contribute to the development of their children. Discussion: The results provide knowledge of the implementation of a Routine Based Model in vulnerable contexts. Also contributes in the understanding of the family perspective on the outcomes and perceived benefits for the children and the family itself as a measure of quality of the intervention and training. Implications of the results for initial and ongoing training of early care professionals with vulnerable populations are discussed.
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Cnidarians are equipped with nematocysts, which are specialized organelles used to inoculate venom during prey capturing and defense. Their venoms are rich in toxins and a potential source of bioactive compounds, however, poorly explored so far. In this work, the activity of the methanolic extracts from the hydromedusa Olindias sambaquiensis and the cubozoan jellyfish Chiropsalmus quadrumanus were studied in sympathetic neurotransmission. For that, bisected rat vas deferens - a classic model of sympathetic neurotransmission - were incubated with the extracts for further myographic and histopathological analysis. The O. sambaquiensis extract, at 0.1 μg/mL, facilitated the neurogenic contractions of the noradrenergic-rich epididymal portion, while reducing the noradrenaline (NA) potency, which suggests an interaction with postsynaptic α1-adrenoceptors. On the other hand, a higher concentration (1 μg/mL) leads to time- and frequency-dependent blockade of nerve-evoked contractions without significantly changing the response to exogenous NA. In turn, the C. quadrumanus extract at 0.1 μg/mL induced blockade of nerve-evoked noradrenergic contractions while reducing the potency to exogenous NA. Both extracts did not affect the purinergic neurotransmission or induce muscle damages. Our results demonstrate that O. sambaquiensis and C. quadrumanus extracts significantly interfere with the noradrenergic neurotransmission without altering purinergic response or smooth muscle structure on rat vas deferens. Such results bring to light the pharmacological potential of O. sambaquiensis and C. quadrumanus molecules for therapeutics focusing on noradrenergic neurotransmission.
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RESUMO: O desenvolvimento escolar do aluno surdo depende de seu domínio de uma língua de sinais. Todavia, uma língua de sinais não é cotidianamente desenvolvida no ambiente familiar; assim, esse domínio precisa ser alcançado no espaço escolar, no qual se espera que o aluno surdo tenha pares em sua língua e possa interagir por meio dela. Contudo, o ambiente escolar tem pouca tradição de trabalhar com o desenvolvimento de língua oral/língua de sinais, focalizando atividades com língua escrita como meta. Sobre o aluno surdo, pouco se discute acerca do desenvolvimento da língua de sinais no espaço escolar. O professor bilíngue foca seu trabalho no ensino da língua majoritária como segunda língua na modalidade escrita, trabalhando com a língua de sinais, sem uma proposta clara de desenvolvimento dessa língua. Debates sobre práticas para aprimoramento da oralidade para o desenvolvimento do sujeito ouvinte indicaram a oportunidade de refletir sobre esses aspectos em relação aos alunos surdos. O foco deste artigo está, então, no debate desse tema, visando a formação de professores para aprimoramento dos usos da língua de sinais no espaço escolar.
ABSTRACT: The academic development of the deaf student depends on his/her mastery of a sign language. However, a sign language is not developed daily in the family environment; thus, this domain needs to be achieved in the school space, in which it is expected that the deaf student has peers in his/her language and can interact through it. All the same, the school environment has little tradition of working with the development of oral/sign language, focusing on activities with written language as a goal. Regarding the deaf student, little is discussed about the development of sign language in the school space. The bilingual teacher focuses his/her work on teaching the majority language as a second language in the written modality, working with sign language, without a clear proposal for the development of that language. Debates on practices to improve orality for the development of the hearing subject indicated the opportunity to reflect on these aspects in relation to deaf students. The focus of this paper is, therefore, on the debate on this theme, aiming at the training of teachers to improve the uses of sign language in the school space.
RESUMEN: El desarrollo escolar del alumno sordo depende de su dominio de la lengua de signos. Sin embargo, habitualmente, la lengua de signos no se adquiere en el entorno familiar; así, su dominio debe lograrse en el espacio escolar, en el que se espera que el alumno sordo tenga pares en esta lengua y pueda interactuar por medio de ella. Sin embargo, el contexto escolar cuenta con poca tradición de trabajo en el desarrollo de la lengua oral / de signos, focalizándose en actividades con la lengua escrita como meta. Con respecto al estudiante sordo, hay pocos estudios en los que se analice cómo tiene lugar el desarrollo de la lengua de signos en el espacio escolar. El docente bilingüe centra su trabajo en la enseñanza de la lengua mayoritaria como segunda lengua en la modalidad escrita, trabaja con la lengua de signos, pero no siempre sabe cómo promover el desarrollo de esta. La discusión sobre la relevancia de las prácticas para mejorar el desarrollo de la oralidad en los alumnos oyentes nos ofrece la oportunidad de reflexionar sobre estos aspectos en relación con los aprendices sordos. El objetivo de este artículo es, por lo tanto, la discusión sobre este tema para capacitar a los docentes respecto a la mejora de los usos de la lengua de signos en el espacio escolar.
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Neuromuscular preparations exposed to B. marajoensis venom show increases in the frequency of miniature end-plate potentials and twitch tension facilitation followed by presynaptic neuromuscular paralysis, without evidences of muscle damage. Considering that presynaptic toxins interfere into the machinery involved in neurotransmitter release (synaptophysin, synaptobrevin, and SNAP25 proteins), the main objective of this communication is to analyze, by immunofluorescence and western blotting, the expression of the synaptic proteins, synaptophysin, synaptobrevin, and SNAP25 and by myography, light, and transmission electron microscopy the pathology of motor nerve terminals and skeletal muscle fibres of chick biventer cervicis preparations (CBC) exposed in vitro to BmjeTX-I and BmjeTX-II toxins from B. marajoensis venom. CBC incubated with toxins showed irreversible twitch tension blockade and unaffected KCl- and ACh-evoked contractures, and the positive colabelling of acetylcholine receptors confirmed that their action was primarily at the motor nerve terminal. Hypercontraction and loose myofilaments and synaptic vesicle depletion and motor nerve damage indicated that the toxins displayed both myotoxic and neurotoxic effect. The blockade resulted from interference on synaptophysin, synaptobrevin, and SNAP25 proteins leading to the conclusion that BmjeTX-I and BmjeTX-II affected neurotransmitter release machinery by preventing the docking of synaptic vesicles to the axolemma of the nerve terminal.
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Bites by Bothrops snakes normally induce local pain, haemorrhage, oedema and myonecrosis. Mammalian isolated nerve-muscle preparations exposed to Bothrops venoms and their phospholipase A2 toxins (PLA2 ) can exhibit a neurotoxic pattern as increase in frequency of miniature end-plate potentials (MEPPs) as well as in amplitude of end-plate potentials (EPPs); neuromuscular facilitation followed by complete and irreversible blockade without morphological evidence for muscle damage. In this work, we analysed the ultrastructural damage induced by Bothrops jararacussu and Bothrops bilineatus venoms and their PLA2 toxins (BthTX-I and Bbil-TX) in mouse isolated nerve-phrenic diaphragm preparations (PND). Under transmission electron microscopy (TEM), PND preparations previously exposed to B. jararacussu and B. bilineatus venoms and BthTX-I and Bbil-TX toxins showed hypercontracted and loosed myofilaments; unorganized sarcomeres; clusters of edematous sarcoplasmic reticulum and mitochondria; abnormal chromatin distribution or apoptotic-like nuclei. The principal affected organelles, mitochondria and sarcoplasmic reticulum, were those related to calcium buffering and, resulting in sarcomeres and myofilaments hypercontraction. Schwann cells were also damaged showing edematous axons and mitochondria as well as myelin sheath alteration. These ultrastructural changes caused by both of Bothrops venoms and toxins indicate that the neuromuscular blockade induced by them in vitro can also be associated with nerve and muscle degeneration.