No description available.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

No description available.

The purpose of this study was to explore regular education student perceptions of the effects of implementing behavioral interventions for seriously emotionally disturbed students (SED) in the regular classroom. Student perceptions of classroom friction or disruptiveness, apathy, and general enjoyment or satisfaction were evaluated. It was predicted that regular education students would report more classroom friction, increased apathy, and less satisfaction when interventions were implemented in the regular classroom for a target SED student.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Faculty of Education. Includes bibliographical references (leaves 331-367).

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-10T10:29:39Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Dária Aparecida de Jesus Carvalho - 2017.pdf: 1221300 bytes, checksum: 6db0b85dce2034501c8c055c7365717e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-10T10:30:37Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Dária Aparecida de Jesus Carvalho - 2017.pdf: 1221300 bytes, checksum: 6db0b85dce2034501c8c055c7365717e (MD5) / Made available in DSpace on 2017-10-10T10:30:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Dária Aparecida de Jesus Carvalho - 2017.pdf: 1221300 bytes, checksum: 6db0b85dce2034501c8c055c7365717e (MD5) Previous issue date: 2017-08-29 / This study focuses on the analysis of national educational policies for children's education put into practice in the municipality of Caiapônia, Goiás state, in the period 2013–6. It seeks to understand their influences and developments in municipal legal documents and 0–5 year old children public education. It focuses on this stage of elementary education — its importance and social role — as a necessary action, as it has been more assistive — aimed at sanitary matters — than educational. This was build up data from legal documents (Federal Constitution, statute for child and adolescent; law of education guidelines; national curricular references and national curricular guidelines for child education; basic infrastructure parameters for child education institutions; national quality parameters for children education; Caiapônia’s education plan and constitution; observations of school infrastructure; semi structured interviews, and questionnaires. Theoretical and conceptual foundations for the research and the recognition of children — which at least legally leaves its assistive tendency to the educational sphere — included authors such as Arce and Jacomeli (2012), Kuhlmann Júnior (1998), Saviani (2013), Faria (1999), Rosemberg (1994; 2002) and Kramer (1987). Results reveal challenges: ensuring quality education for 0–5 year old children and making national public policies reach schools and being discussed as an important achievement of child education by professionals so that to enable them to confront those national policies with its local interface, for assistance marks Caiapônia’s educational documents. In fact, there were theoretical and legal advances in children education; but there is still discrepancies between what law imposes as public educational policies and what really happens as to guarantee the legal right of children to have quality education. / Este estudo enfoca a análise de políticas públicas educacionais nacionais para Educação Infantil que se efetivaram no município de Caiapônia, GO, no período 2013–16, Busca compreender suas influências e os desdobramentos em documentos municipais e no atendimento a crianças de 0 a 5 anos de idade tendo como objeto de estudo a Educação infantil. A reflexão incide nessa etapa da educação básica — sua importância e seu papel social — como ação necessária, pois a princípio ela desempenhou papel assistencialista, direcionado a problemas de ordem sanitária, e menos educacional. A reflexão considerou dados advindos de documentação legal (Constituição Federal; Estatuto da Criança e do Adolescente; Lei de Diretrizes e Bases da Educação Nacional; Referencial Curricular Nacional para a Educação Infantil; Diretrizes Curriculares Nacionais para a Educação Infantil; Parâmetros Básicos de Infraestrutura para Instituições de Educação Infantil; Parâmetros Nacionais de Qualidade para Educação Infantil; plano municipal de educação e lei orgânica municipal). Trata-se de uma pesquisa qualitativa com entrevistas semiestruturadas para funcionários e questionários para os pais das instituições que atendem crianças de 0 a 5 anos. A fundamentação teórico-conceitual da pesquisa e do reconhecimento da Educação Infantil — que ao menos no corpo da lei passa do caráter assistencial para a esfera educacional — incluiu autores como Arce e Jacomeli (2012), Kuhlmann Júnior (1998), Saviani (2013), Faria (1999), Rosemberg (1994; 2002) e Kramer (1987). Os resultados revelam que garantir educação de qualidade à faixa etária 0–5 anos e fazer as políticas públicas nacionais chegar às instituições e ser compreendidas como uma conquista importante da Educação Infantil a fim de possibilitar que as profissionais as confrontem com sua interface municipal, pois se nota assistencialismo nos documentos educacionais de Caiapônia. De fato, houve avanços teórico e legal na Educação Infantil; mas ainda há descompasso entre o dito e o feito em relação à implementação de políticas públicas educacionais que garantam de fato o direito das crianças a ter educação de qualidade.

Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.

Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with LD will work equally well with the E/BD population. This study performed a meta-analysis to examine whether reading interventions are equally effective on the E/BD and LD populations. In addition, it will examine whether the instruction mode (e. g., peer, self, or teacher directed), gender, or grade group affects the success of the intervention. The meta-analysis found that the reading interventions for both disability groups had high effect sizes. In addition, neither disability group, teaching method, gender, nor grades were predictive of the variance in the effect size. These results indicate that reading programs that have been designed for students with LD are also effective for students with E/BD and furthermore, reading programs can improve the academic achievement of students with behavioral disorders. Recommendations for teacher training and future research are given based on these results.