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Dynamics: It will be that the animals if resemble the man? N of participants: 10 the 40 The ministrante will have to announce that all will have to seat in semicircle, to the first one participant will deliver a box that will have to be passed of hand in hand, in this box, papers with names of animals: monkey (clown), ounce (the lion envies), dog (faithful friend), scorpion (vingativo), ant (diligent), wolf (mysterious), rabbit (all ligeirinho), fox (smart), spider (it lives weaveeing traps), bird (it adores freedom to fly), eagle (it longs for many horizontes), hen (it has wing, but the feet always in the soil), armadillo (it lives entocado), rat (malandro), bee (it takes off of everything optimum), butterfly (for where it passes enchants), Joo-of-adobe (it lives arquitetando), elephant (generous), bear (brave, but fofinho), duck (it lives floating), alligator (efficient), giraffe (adores one brotinho), tiger (seductive), animal laziness (it only wants moleza), cat (manhoso), lion (strong and determined), vagalume (it appreciates a brightness), owl (wise), charges (the watch lives), to the participants. Each member will have to choose a paper with an animal name (the animal will have to resemble the colleague of the left side). After all to have chosen its animal, each one will speak because it chose that animal and because it finds similar to the colleague to the side. Neil Cole recognizes the significance of this. Official site: Nature Research. OBS.: the ministrante to depend on the amount of people, will be able to repeat the names of the animals, how many times to want. To the end, later that all the participants if to declare, the ministrante, will speak on the transparency of the animals, that is more easy of giving to it. The man would have to learn with the animals of the nature and more transparent being, thus, is more easy to live in harmony. Moral of history: To work with that it is known and transparency, facilitates the work in team.

It fits to the school to prepare its educators to observe intently to detect the abilities of its pupils and with very common-sense to treat them with naturalness, however to develop challenging activities that it provides to all chance of growth. We know of professors who had always understood that function of them is to teach all saying to the time for the pupils, writing in the blackboard pupils to copy and giving them to the pupils written tasks to prove that they had understood the substance given. One is about a boarding very limited of the learning, whose resulted practical they are disastrous: pupils disinterested in the lesson, not motivated pupils to execute the tasks, pupils who finish not learning nothing of excellent for its life etc. (SASSAKI, 2006, P. 133) Are necessary that the educators if acquire knowledge of that the pupil with high abilities/superendowment passes the same for formation process, differentiates what it of excessively is the time where if of a learning and the capacity to apprehend the knowledge more good. Details can be found by clicking Related Group or emailing the administrator. This does not mean that it will develop abilities in all the areas and that the others cannot get the same knowledge without they have bonanza abilities.

The stimulaton and the challenges must be for all, however the professor cannot leave that the pupil with superior ability is not motivated ahead of an activity for demanding more than the others pupils. She is necessary to be intent so that it can develop all its potentiality. The position of the professor of classroom is of extreme relevance in the recognition of the capacities special of the pupils. Not recognized talent is denied talent, and if the professor does not obtain to see in the pupil what it, desires or waits that it is demonstration of capacity, in the abstract and general direction, it tends to judge the pupil as ‘ ‘ not dotado’ ‘. Read additional details here: Related Group. (GUENTHER, 2006, P. 48) the educator who to obtain to observe its pupils and to detect the high abilities in some, and will be capable to awake the motivation through challenges, to direct for the professional accompaniment and together with the family to prepare it for the social conviviality, will be able to get great conquests and its pupil the possibility to have success and to be happy.

Moreover, a child can be harmed in its affective-sexual development when, when presenting incapacity to feed themselves or if to tie with the figure materna (in view of that in some deficiencies, the interaction mother-baby is harmed by internments would move away that it from the mother, or by an incapacity of the child to suck maternal milk, for example), it if it moves away or it is moved away from the mother. Older children also would be being harmed when, attitudes of superprotection of the parents, whom they look to exclusively keep them under its cares or of rejection of the familiar way, would be segregating these children of the social environment. Also, attitudes as these, can the same make it difficult to the deficient a identification with models of sex. In accordance with Scabello et al. (in prelo), the sexuality in the people with deficiency would also involve questions as the personal hygiene and the control of the sphincters; the hormonais, anatomical and physiological alterations; the sexual exhibitionism, games or tricks; namoro, the affectivity, the pleasure, the genital conscience, the identification of sort and the affective and sexual orientation; the sexual abuse, between many other aspects. But, as already we said, many myths, are associates to the sexuality of the deficient, or more specifically, deficient intellectual.

The idea of that the deficient one is assexuado, for example, would be, according to MAYAN (2007), strengthening the stigma of ' ' perpetual criana' ' seems to explain the necessity of the people in keeping it as dependents, infantile and immature, making it difficult the affective development of the same ones. This idea would finish for distorting that the real necessities of the individual, feeding its dependence and unreliability, as well as its ' ' neutralidade' ' front to the sexual questions. We believe that many of these myths are refractory to the change for the lack of quarrel regarding the concepts and implied diverse situations in the same.