No abstract

This study was conducted to evaluate and compare simple and choice reaction times for the comparison of perceptual-motor development levels found in children with and without autism. The participants of the study consisted of 24 children with autism and 10 typically developing (TD) children. Within the group of children with autism, only 10 were able to offer a full set data and four offered partial data. Data were collected through a computer-based procedure of reaction time test software, where the participant reacted by pressing a key on a laptop upon the appearance of one of the boxes turning yellow. Simple and choice reaction times appeared on the screen and were then recorded. The means and standard deviations were calculated for comparison and the data were evaluated from the results of a t-test. Significant differences were found among all reaction time tasks, whereas the group consisting of children with autism demonstrated slower reaction times and greater standard deviations compared with the typically developing/control group.

Effect of clinic experience on pre-service professionals perceptions of applied special needs services Efeitos da experiência clínica na percepção de profissionais do pré-atendimento na utilização de serviços especiaisResumo -With the understanding that the attitudes and expectations a teacher carries into the classroom directly affect student achievement, this study was administered to evaluate the cognitive affect that clinical experience incorporating individuals with disabilities had on pre-service exercise science professionals. University Students with and without experience in an adapted clinical environment were given surveys covering attitudes and perceptions towards classroom atmosphere, teachers' instructional techniques, inclusion, and self-efficacy. Data were analyzed and used to determine pedagogical implications. Findings suggest that pre-service educators tend to feel unprepared and ill-equipped to work in an inclusive educational environment. Therefore, pre-service teacher programs should ideally include coursework in adaptive education and experiential components such as practicum, field experience, and clinical experience. In addition, a school-university collaborative relationship can facilitate beneficial outcomes to future educators as well as special needs populations. Palavras-chave: Inclusion; Attitude; Clinic experience. Abstract -Considerando que as atitudes e expectativas que o professor tem na sala de aula afetam diretamente o desempenho do aluno, este estudo teve como objetivo avaliar o efeito cognitivo da experiência clínica acumulada no atendimento com sujeitos portadores de necessidade