EL SINDROME DE USHER EN VENEZUELA - Deafblind International

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AgradecimientoSordociegos de Venezuela A.C.
SOCIEVENTRAINING ANDCONSULTINGCAPACITACIÓN YASESORÍABENEFICIOSBENEFITSRED NACIONAL SOCIEVENSOCIEVEN NATIONAL NETWORKINVESTIGACIÓN YPRODUCCIÓNRESEARCH ANDPRODUCTIONPROMOCIÓN YDIVULGACIÓNPROMOTE ANDPUBLICIZEINCLUSIÓNPARTICIPACIÓNINCLUSION ANDPARTICIPATION
Page 1: EL SINDROME DE USHEREN VENEZUELAEST
Page 5 and 6: SORDOCEGUERA EN VENEZUELAUsher a ni
Page 7 and 8: EL SINDROME DE USHER EN VENEZUELAME
Page 9: paulaarreazavielma@yahoo.comEL SIND
Page 12 and 13: EL SINDROME DE USHER EN VENEZUELARE
Page 28 and 29: paulaarreazavielma@yahoo.comEL SIND
Page 30 and 31: ¿QUE HACEMOS EN VENEZUELA CON PACI
Page 32 and 33: MUITO OBRIGADA!!
Page 34 and 35: FAMILIAEs la unión de un grupo de
Page 36 and 37: ETAPASPRIMERAETAPA
Page 38 and 39: BARRERASActitudinalesInformativasEm
Page 40 and 41: ASPECTOSACEPTACIÓNINFORMACIÓNFORM
Page 42 and 43: FUNDAPASBárbara Iriarte24Viajes y
Page 44: FUNDAPASCONCLUSIONESLos padres que
Page 47 and 48: Center for DøveWho are we?• Kari
Page 49 and 50: Center for DøveDeafblindness and d
Page 51 and 52: Center for DøveShared characterist
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Center for DøveShared characterist
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Center for DøveShared characterist
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Center for DøveDeafblindness1+1=3
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Center for DøveThe Tactile Mental
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Center for DøveDiscussion5. What d
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Center for DøveAlzheimer’s Disea
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Center for DøveDiagnostic tools•
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Sao Paulo BrasilDEL 27 AL 1 DE ACTU
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Iniciar con unaexperiencia focaliza
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VISIBILIZACIÓN: DEL PROGRAMA NACIO
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ESTRATEGIAS DE FORMACIÓN DEDOCENTE
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Aspectosformativos• Consideran su
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ESTUDIO MANUELA ESPEJODISCAPACIDADT
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ANALISIS DE DATOS• LOS DOCENTES C
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• TOTAL DE PROFESIONALES DE EE194
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TRABAJOINTERSECTORIALPROGRAMANACION
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Asesoramiento provincia de Loja
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Taller padres
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QUE PENSAMOS A FUTURO• UNIVERSALI
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Nordic cooperation
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Mo Gård• Residental homes with d
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About Robert• Born 1970• CHARGE
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“He loves to “bend down and pic
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Joakim 21 years old
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The swing & the rythm bed
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Economic kitchen
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Tactile massage
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Experience park
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ulrica.broddstedt@mogard.se
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Deafblind syndromes,diagnostic tool
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DespairI went to the doctor and he
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98%Schimpans
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Why is it important to know the cau
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Congenital deafblindnessextremely r
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How do we diagnose possible deafbli
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Some syndromes with deafblindnessUs
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Balance - Type I
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Teenage
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Around 50 years with cataract
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How Frequent Is Usher Syndrome? New
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CI and UsherLif long commitmentRapi
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If I go blindand if CI don´t work
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Prevention may be as simple asweari
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GenterapiDNA förProtein XProtein X
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CHARGEColobomaHeartAtresia of the c
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Coloboma
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Genetic diagnosisMutation in CHD7 g
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Alström syndromeHearingInfectionsK
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Anna 12 yearsAnna 21years
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En normal mus
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OPA1 a ”new” deafblind syndrome
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PHARC - acronymPeripheralneuropathy
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Multidisciplinarity in hereditary h
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Estratégias de Intervençãodo Cen
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Modelo curricular para crianças co
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Passos para construção do PEI com
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Áreas Avaliadas na Avaliação Edu
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PEI- Plano Educativo Individualizad
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PEI• Planejar comunicação em to
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Áreas de DesenvolvimentoAs áreas
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Áreas Específicas• Reconhecimen
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Educação Inclusiva“ Política N
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Formação de Equipe InclusivaFAMÍ
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Estratégias de Intervenção• Di
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EstratégiasReconhecimento e Orient
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Orientações e Acompanhamento• R
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Estratégias de Intervenção• Co
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Definir e priorizar as atividades
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Obrigada às famílias, professores
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GUATEMALA, UN PAÍS:PluriétnicoMul
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REQUIERE INVOLUCRAREn elMinisterio
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APOYO PARA LA CULTURA CONSORDOCEGUE
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SER MODELO DE INCLUSIÓNRESPONSABLE
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Apoyar como centro de recursos alMI
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TOMAR EN CUENTA Escuelas regulares
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TOMAR EN CUENTASe trabaja abarcando
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ETAPA PREPARATORIAProceso oso/estre
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DURANTE EL PROCESOHacer vínculoAco
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LOGROSMejoras significativas en los
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SUCCESSFUL INCLUSIONPRACTICES IN GU
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INCLUSION IN GUATEMALA BYLEGISLATIO
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RESPONSIBLE INCLUSIVE PROCESSSuppor
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BEING RESPONSIBLE INCLUSION MODELSt
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BEING RESPONSIBLE INCLUSION MODEL
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TO BE CONSIDER The country’s cont
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TO BE CONSIDER The teachers’ trai
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OBJECTIVESTo include deafblind stud
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INITIAL STAGEWork with familiesMeet
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ACHIEVEMENTSOpening on behalf the r
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¡GRACIAS! OBRIGADA! THANKS!
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Sweden
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What did we want to achieve?- To cr
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Method- Qualitative Research Method
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Results• The empirical part - rep
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Conclusion• Useful material devel
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UNIVERSIDADE E INCLUSÃO:ACESSIBILI
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Formas de Atuação Espaços de dis
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Características RelevantesSíndrom
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Apoio e Assessoria
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Objetivos específicos:-Formar um g
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•Apoio e suporte a família atrav
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Acessibilidade e Inclusão O acompa
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Rio Cuarto,Córdoba, Argentina.Mend
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EN LATINOAMERICA.ORGANIZACIONESNOGU
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Rio Cuarto, Córdoba, . ArgentinaON
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.DESDE EL AÑO 2001NUESTRA ORGANIZA
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.ASOCIACION CIVIL IDENTIDADESPARA P
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Theory-of-mind in young adults with
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Alström syndrome- An autosomal rec
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Psychomotor and intellectualdevelop
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Theory-of-mind (ToM)To understand y
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Possible explanationsDeviations are
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Some additional diagnoses areoverre
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Theories of development of ToMInnat
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Language - a key to ToMLanguage und
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The Alström studyOur knowledge in
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Records & QuestionnairesMedical rec
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Strange storiesVignettes about ever
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MethodPerformance levels related to
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Preliminary Between groupdifference
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Preliminary Within groupdifferences
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ToM, onset and degree of visual /He
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The use of Hearing aidsDegree of He
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ToM and Educational levelEducationa
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ToM and social relationsA picture i
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Summary and preliminaryconclusionsT
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Hans-erik.frolander@spsm.seAlström
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Motivation• Invitation to partici
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The dentist at work2 januari 2012
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Dental health care plan2 januari 20
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Brushing instructions with anelectr
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Instruction from the dentist2 janua
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QuestionsThanks to: Ted Zuidgeest,
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El instituto Panameño de Habilitac
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La población de alumnos con mayore
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Un Nuevo Camino• Se inicia en 199
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Oportunidades de Capacitación• A
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Modalidades de Atención• Salones
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Logros• Mayor consideración a la
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Proyecciones• Creación del servi
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Gracias a Dios; al Dr. Carlos Brand
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ADEFAV envolvida diretamente com a
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A ADEFAV tem em sua equipe colabora
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Acolhimento
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Alguns relatos:• Falta de humaniz
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A primeira fase do acolhimento é u
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Durante o processo as famílias sã
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O termo colaborativo está ligado a
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Envolvê-las no processo educativo.
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O RELATÓRIO FINAL DA AVALIAÇÃO E
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A elaboração do Mapa e a constru
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Centro de Intervenção Precoce (0
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No AEE III fase em que os jovens es
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Principal objetivo é orientar os p
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Participação em atividades recrea
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Trabalhos desenvolvidos com as fam
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Deficiência visual cortical: Carac
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Princípios básicos1) Informação
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O processamento visual- Percepção
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Funções visuaisO comportamento vi
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Funções visuaisFixação, seguime
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Núcleo GeniculadoLateral do Tálam
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Duas vias conectam o processo visua
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Deficiência visual cortical - DVC
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Características• A visão parece
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Deficiência visual cortical - DVC
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Características de diagnóstico -
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Avaliação funcional visual•Ente
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Avaliação funcional visualHá uma
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Avaliação funcional visualO olhos
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Protocolo de avaliação funcionalA
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Estimulação visualO desenvolvimen
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Estimulação visual•Ofereça apo
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Estimulação visual•A repetiçã
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Considerações finaisAprenda a int
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Posição
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Situações diárias
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Obrigada!!mari@adefav.org.branamarc
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Estabelecer o envolvimento familiar
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A função social da família diz r
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Participante: jovem surdocega & mã
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Mudanças significativasDependênci
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CAMBUZZI, R. C. S. A efetivação d
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Os resultados foram satisfatórios
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experiências de aprendizagem signi
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Ser capaz de responder adequadament
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Rita de Cássia Silveira CambruzziM
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linguagem é um processo dedesenvol
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México es un país con 112millones
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DIAGNOSTICO2005NÚMERO DE PERSONASP
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RED deDiscapacidadMúltiple ySordoc
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SE DIVIDIÓ AL PAÍS EN REGIONES1No
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EL SINDROME DE USHER EN VENEZUELA - Deafblind International

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