EL SINDROME DE USHER EN VENEZUELA - Deafblind International

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The Alström phenotypeGenetic factors have a large influenceon development but are constantlyinteracting with the environment
Psychomotor and intellectualdevelopment in AlströmMotor mile-stones delayedNormal intelligence mostlydemonstrated, but early receptivelanguage and learning delays seen imany childrenA range of Autism-spectrum behaviorobserved in some persons
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EL SINDROME DE USHEREN VENEZUELAEST
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SOCIEVENTRAINING ANDCONSULTINGCAPAC
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SORDOCEGUERA EN VENEZUELAUsher a ni
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EL SINDROME DE USHER EN VENEZUELAME
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paulaarreazavielma@yahoo.comEL SIND
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EL SINDROME DE USHER EN VENEZUELARE
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paulaarreazavielma@yahoo.comEL SIND
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¿QUE HACEMOS EN VENEZUELA CON PACI
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MUITO OBRIGADA!!
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FAMILIAEs la unión de un grupo de
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ETAPASPRIMERAETAPA
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BARRERASActitudinalesInformativasEm
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ASPECTOSACEPTACIÓNINFORMACIÓNFORM
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FUNDAPASBárbara Iriarte24Viajes y
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FUNDAPASCONCLUSIONESLos padres que
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Center for DøveWho are we?• Kari
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Center for DøveDeafblindness and d
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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
Page 252 and 253: OBJECTIVESTo include deafblind stud
Page 254 and 255: INITIAL STAGEWork with familiesMeet
Page 256 and 257: ACHIEVEMENTSOpening on behalf the r
Page 263 and 264: ¡GRACIAS! OBRIGADA! THANKS!
Page 265 and 266: Sweden
Page 267 and 268: What did we want to achieve?- To cr
Page 269 and 270: Method- Qualitative Research Method
Page 271 and 272: Results• The empirical part - rep
Page 273 and 274: Conclusion• Useful material devel
Page 275 and 276: UNIVERSIDADE E INCLUSÃO:ACESSIBILI
Page 277 and 278: Formas de Atuação Espaços de dis
Page 279 and 280: Características RelevantesSíndrom
Page 281 and 282: Apoio e Assessoria
Page 283 and 284: Objetivos específicos:-Formar um g
Page 285 and 286: •Apoio e suporte a família atrav
Page 287 and 288: Acessibilidade e Inclusão O acompa
Page 289 and 290: Rio Cuarto,Córdoba, Argentina.Mend
Page 291 and 292: EN LATINOAMERICA.ORGANIZACIONESNOGU
Page 293 and 294: Rio Cuarto, Córdoba, . ArgentinaON
Page 295 and 296: .DESDE EL AÑO 2001NUESTRA ORGANIZA
Page 297 and 298: .ASOCIACION CIVIL IDENTIDADESPARA P
Page 299 and 300: Theory-of-mind in young adults with
Page 301: Alström syndrome- An autosomal rec
Page 305 and 306: Theory-of-mind (ToM)To understand y
Page 307 and 308: Possible explanationsDeviations are
Page 309 and 310: Some additional diagnoses areoverre
Page 311 and 312: Theories of development of ToMInnat
Page 313 and 314: Language - a key to ToMLanguage und
Page 315 and 316: The Alström studyOur knowledge in
Page 317 and 318: Records & QuestionnairesMedical rec
Page 319 and 320: Strange storiesVignettes about ever
Page 321 and 322: MethodPerformance levels related to
Page 323 and 324: Preliminary Between groupdifference
Page 325 and 326: Preliminary Within groupdifferences
Page 327 and 328: ToM, onset and degree of visual /He
Page 329 and 330: The use of Hearing aidsDegree of He
Page 331 and 332: ToM and Educational levelEducationa
Page 333 and 334: ToM and social relationsA picture i
Page 335 and 336: Summary and preliminaryconclusionsT
Page 337: Hans-erik.frolander@spsm.seAlström
Page 340 and 341: Motivation• Invitation to partici
Page 342 and 343: The dentist at work2 januari 2012
Page 344 and 345: Dental health care plan2 januari 20
Page 346 and 347: Brushing instructions with anelectr
Page 348 and 349: Instruction from the dentist2 janua
Page 350 and 351: 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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