Knowledge Network and Special Education: a Systematic Literature Review

ROCHA, Manuela Lima Carvalho da; PIRES, Samia Marcia Araujo Monteiro; SILVA, Simone Souza da Costa; PONTES, Fernando Augusto Ramos

doi:10.1590/1980-54702020v26e0168

Manuela Lima Carvalho da ROCHA

PhD in Behavior Theory and Research from the Federal University of Pará - UFPA, Development Ecology Laboratory. Belém/Pará/Brazil. E-mail: manu_terapeuta@hotmail.com.

http://orcid.org/0000-0002-8062-1856

Samia Marcia Araujo Monteiro PIRES

Psychologist, Master’s in Behavior Theory and Research, PhD student at Federal University of Pará - UFPA, Graduate Program in Behavior Theory and Research (PPGTPC), Center of Behavior Theory and Research (NTPC), Development Ecology Laboratory. Belém/Pará/Brazil. E-mail: samia_monteiro@hotmail.com.

http://orcid.org/0000-0003-4229-2235

Simone Souza da Costa SILVA

Post-doctorate in Rehabilitation Sciences from the Technische Universität Dortmund - Germany, Associated Professor IV at the Federal University of Pará - UFPA, Graduate Program in Behavior Theory and Research (PPGTPC), Center of Behavior Theory and Research (NTPC), Developmental Ecology Laboratory. Belém/Pará/Brazil. E-mail: symonufpa@gmail.com.

http://orcid.org/0000-0003-0795-2998

Fernando Augusto Ramos PONTES

Post-doctorate in Rehabilitation Sciences from the Technische Universität Dortmund- Germany, Professor at the Federal University of Pará - UFPA, Graduate Program in Behavior Theory and Research (PPGTPC), Center of Behavior Theory and Research (NTPC), Development Ecology Laboratory. Belém/Pará/Brazil. E-mail: farp1304@gmail.com.

http://orcid.org/0000-0001-9569-943X

PhD in Behavior Theory and Research from the Federal University of Pará - UFPA, Development Ecology Laboratory. Belém/Pará/Brazil. E-mail: manu_terapeuta@hotmail.com.

Psychologist, Master’s in Behavior Theory and Research, PhD student at Federal University of Pará - UFPA, Graduate Program in Behavior Theory and Research (PPGTPC), Center of Behavior Theory and Research (NTPC), Development Ecology Laboratory. Belém/Pará/Brazil. E-mail: samia_monteiro@hotmail.com.

Post-doctorate in Rehabilitation Sciences from the Technische Universität Dortmund - Germany, Associated Professor IV at the Federal University of Pará - UFPA, Graduate Program in Behavior Theory and Research (PPGTPC), Center of Behavior Theory and Research (NTPC), Developmental Ecology Laboratory. Belém/Pará/Brazil. E-mail: symonufpa@gmail.com.

Post-doctorate in Rehabilitation Sciences from the Technische Universität Dortmund- Germany, Professor at the Federal University of Pará - UFPA, Graduate Program in Behavior Theory and Research (PPGTPC), Center of Behavior Theory and Research (NTPC), Development Ecology Laboratory. Belém/Pará/Brazil. E-mail: farp1304@gmail.com.

Measure	Total
Papers	391
Average of KWs per item	3,94
Total standardized KWs (vertices)	527
Combinations between single KWs (single edges)	1475
Combinations between duplicated KWs (duplicated edges)	899
Combinations between KWs (edges)	2374
Connected components	7
Maximum number of KWs (vertices) connected in a component	507
Maximum connections (edges) on a connected component	2348
Maximum geodesic distance (diameter)	5
Average geodesic distances	2,286
Graph density	0,012
Modularity	0,327
Average clustering coefficient	0,84

Position	Measures
Position	Degree Centrality (DC)	C	V	Intermediation Centrality (IC)	C	V
1^st	Special education	1	423	Special education	1	108.690
2^nd	Inclusive education	5	78	Inclusion	4	5756
3^rd	Inclusion	4	72	Inclusive education	5	4822
4^th	Cerebral palsy	2	58	Mental disability	7	3556
5^th	Deafness	2	52	Regular education	2	3103
6^th	Vision disorders	3	51	Down syndrome	2	2687
7^th	Down syndrome	2	45	Students with disabilities	1	2413
8^th	Families	2	41	People with disabilities	2	2374
9^th	Intellectual disability	3	38	Deafness	2	2069
10^th	Mental disability	7	36	Special needs	3	2018
11^th	People with disabilities	2	32	Vision disorders	3	1919
12^th	ASD	2	32	Gifted students	6	1600
13^th	Evaluation	2	30	Hearing impairments	8	1580
14^th	Hearing impairment	8	28	Scientific production	11	1537
15^th	School inclusion	2	28	Cerebral palsy	2	1345
16^th	Language	2	28	Families	2	1177
17^th	Teachers	5	23	Elementary School	5	1016
18^th	Gifted students	6	22	Visually impaired children	3	1008
19^th	Physical education	2	22	Special classes	4	1008
20^th	Physical disabilities	2	22	Curriculum	4	1008
21^st	Students with disabilities	1	20	Work	12	1008

Cluster 1 (n = 15): Special education; Students with disabilities; Social inclusion; Parents' attitudes; Supplementary and/or alternative communication; Technology; Technical and pedagogical strategies; ADHD; Life's history; Sport for the disabled; Assisted evaluation; Socialization; Activities of daily living; Psychomotor development; Supplementary and/or Alternative Communication.

Cluster 2 (n = 51): Regular education; Down syndrome; People with disabilities; Deafness; Cerebral palsy; Families; Physical Education; Evaluation; School inclusion; Language; Physical disabilities; Accessibility; ASD; University education; Architectural barriers; Mothers; Children; Sign language; Bilingualism; Reading; Intelligence; Children with disabilities; Attentional deficits; Communication; Stress; Assistive technology; Early Childhood Education; Language disorders; Social interaction; Physiotherapy; Educational technology; Occupational therapy; Quality of life; Psychometrics; Parental guidance; Siblings; Caregiver; Children's language; Self-perceptions; Assessment tools; Literacy; Indigenous education; Early stimulation; Musical education; Health professional; Family education; Children drawing; Student participation; School furniture; Family participation; Child care.

Cluster 3 (n = 30): Special needs; Vision disorders; Visually impaired children; Motor development; Intellectual disability; Motor skills; Sexuality; Sexual education; Pedagogical practices; Language development; Speech therapy; Games and toys; Written language; Body; Writing; Mother-child interaction; Child development; Intervention; Blindness; Physics teaching; Play; Human development; Skills assessment; Social perception; Interaction; Motor evaluation; Communication system; Risk; Developmental psychology; Body image.

Cluster 4 (n = 22): Inclusion; Disabilities; Teacher training; Special educational needs; Social representations; Public policies in education; Hospitalized children; Education of people with disabilities; Specialized educational service; Humanization; Social attitudes; Orofacial cleft; Service in resource room; Genre; Distance education; Communication systems; Resource room; Hospital class; Citizenship; Special classes; Curriculum; Family relationships.

Cluster 5 (n = 17): Inclusive education; Elementary School; Teachers; Conception; Attitudes; Perception of competence; Adapted physical education; Training; Deaf students; Behavior problems; Professionalization; School consultancy; Historical-cultural theory; Teacher-student interaction; Motricity; Itinerant teacher; School organization.

Cluster 6 (n = 5): Gifted students; Brazilian sign Language; Identity; Teaching; High school.

Cluster 7 (n = 6): Mental disability; Observations; Dialogue; Phonological awareness; Psychology; Social skills.

Cluster 8 (n = 7): Hearing impairments; Schooling; Adolescence; Semiotic mediation; Childhood; Rehabilitation of the disabled; Reading and writing.

Cluster 9 (n = 5): Parents; Learning difficulties; Deafblindness; Mathematics teaching; Learning.

Cluster 10 (n = 3): Special education institutions; Youth and adult education; Public policies.

Cluster 11 (n = 1): Scientific production.

Cluster 12 (n = 1): Work.

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Knowledge Network and Special Education: a Systematic Literature Review

ABSTRACT: