This study investigated what constitutes a teaching curriculum for students with autism in inclusive classrooms in Thailand. The researcher employed 3 qualitative methods: semi-structured interviews, document analysis of curricula and lesson plans, and nonparticipant observations. Six schools were selected as the sites. Participants for interview included 6 principals and 24 teachers. The researcher observed one inclusive classroom for each of the 6 selected schools. The study concentrated on 3 questions: (a) What contributes to appropriate instructional curricula to promote teaching of students with autism in inclusive classrooms in Thailand? (b) What teaching strategies improve the achievement and learning skills of students with autism in inclusive classrooms in Thailand? (c) What are the problems of curricula for teaching students with autism in inclusive classroom in Thailand? Key findings for the research questions were as follows: Common features of effective curricula for teaching students with autism in inclusive classrooms include opportunities, health care, specialized curriculum, students' individual needs and abilities, guidelines of teaching, teacher training and supervision, transition plan, parent involvement, tools/classroom environment, and students' class assignments. The teaching strategies include varying the teaching format (large group, small group, and one-on-one), teaching functional communication (giving direction, close-ended questions or open-ended questions), reinforce communication, using demonstration, modeling, and shaping to teach skills, expecting to gather the child's attention, demonstrating nonverbal communication (use gestures with speech), using appropriate language for the child (short sentence structure), providing visual materials (books, computers, or real objects), starting with small intervals of time and reinforcing, using other children as peer models for helping, working to maintain eye contact, asking the child to say the word, pointing to objects with hands and with gestures, including regular exercise (active movement activity), providing time to be alone, and using math activity (to include counting one-to-one, odd and even, and patterns). Moreover, the results revealed that all of interviewees always used applied behavior analysis (ABA), such as discrete trial instruction (DTI), task analysis, and peer tutoring in their classrooms. However, these classrooms never used floor time approach. The problems in teaching students with autism in inclusive classrooms in Thailand include lack of special teachers, lack of knowledge or training for teachers, lack of a good plan and curriculum, lack of supportive services or effective collaboration, lack of budget, and lack of essential information and materials.

Behavior analysts have proposed a primary measure, the "learn unit," to evaluate educational effectiveness. Past research has indicated this is a useful approach. The benefits of "learn units" may also apply to family interventions in autism. The current analysis evaluated the rates of learn units in a naturalistic parent-training program to determine if (1) definitions of learn units previously described in the literature can be reliably applied to family interventions and (2) an increased number of learn units correlate with increased child responding and attainment of child and family goals. Results from the current analysis demonstrated that the rate of learn units increased from baseline to training for all parent-child dyads and the percent of correct child responses increased for all children. Teaching parents the components of effective education may increase the quantity and quality of interventions for children diagnosed with autism.

The measurement of happiness has received increasing attention in behavior analytic literature. Happiness in individuals with developmental disabilities has been assessed by 1) counting a specific behavior, or 2) sampling constellations of behaviors. The purpose of this study was to examine the two approaches while observing nine child and teacher dyads at an autism treatment center. Results showed that, overall, a constellation of behaviors can yield similar patterns when compared to a specific behavior count. However, the affect of one person did not predict the affect of the other and similar instructional conditions did not predict affect either. The implications of these results and future directions are discussed.

Orientador: Maria Evelyna Pompeu do Nascimento / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T15:41:02Z (GMT). No. of bitstreams: 1 Bassetto_Luciana_M.pdf: 3621513 bytes, checksum: a4ecee8fd28a76e5b9ab40c5129e8c54 (MD5) Previous issue date: 2006 / Resumo: Essa dissertação tem como objetivo o estudo da política pública de educação infantil (creches e pré-escolas), cujo objeto é a organização da pré-escola na Secretaria Municipal de Campinas entre 1969 e 1988. Considera-se como política pública um programa de ação de um dado governo, visando um processo de mediação social, tendo como alvo a correção de desajustes. A política de atendimento à infância em Campinas configurou-se pela expansão de equipamentos em consonância com a política nacional, implementando programas que procuravam atender a demanda da população para este segmento. Utilizando-se a análise documental, a recuperação da cultura escolar desta fase, a memória dos atores políticos e a análise histórica e bibliográfica, os indicadores apresentados demonstram que apesar de haver a fragmentação do atendimento através do diferentes equipamentos que surgiram no decorrer do período, a cidade apresentou preocupação com a demanda pré-escolar e buscou, ainda que com dificuldades, imprimir qualidade nos serviços oferecidos / Abstract: The objective of this paper is to study the public policy for infant education (nurseries and pre-schools), whose aim is the organization of the pre-school of the Campinas Municipal Department between 1969 and 1988. We consider as public policy a program of action of a given government, whose objective is a social mediation process, and which aims to correct mal-adjustments. The care policy for infants in Campinas has been shaped by the expansion of equipment in accordance which the national policy; implementing programs which meet the population¿s demand for this segment. Using documental analyses, a recuperation of the school culture of this phose, the memory of politicions, and historical and bibliographical analyses, the evidence presented shows that in spite of there being a fragmentation of the infant care by means of the different equipment that have appeared during this period, the city shoved a preoccupation with the pre-school demand and sought, with difficulty, to implement quality in the offered services. The objective of this paper is to study the public policy for infant education (nurseries and pre-schools), whose aim is the organization of the pre-school of the Campinas Municipal Department between 1969 and 1988. We consider as public policy a program of action of a given government, whose objective is a social mediation process, and which aims to correct mal-adjustments. The care policy for infants in Campinas has been shaped by the expansion of equipment in accordance which the national policy; implementing programs which meet the population¿s demand for this segment. Using documental analyses, a recuperation of the school culture of this phose, the memory of politicions, and historical and bibliographical analyses, the evidence presented shows that in spite of there being a fragmentation of the infant care by means of the different equipment that have appeared during this period, the city shoved a preoccupation with the pre-school demand and sought, with difficulty, to implement quality in the offered services / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

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No. of bitstreams: 1 josielialmeidadeoliveiraleite.pdf: 1742992 bytes, checksum: 0bf83bdb156f280b22d5d1a2629ce393 (MD5) Previous issue date: 2015-03-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho, vinculado à linha de pesquisa Linguagem Conhecimento e Formação de Professores do Programa de Pós-graduação da Universidade Federal de Juiz de Fora (UFJF), Minas Gerais, investiga quais gêneros discursivos estão presentes no cotidiano de uma turma de educação infantil e de que maneira tais gêneros entram nesse cotidiano: propostos pelo professor, pelos projetos desenvolvidos na escola, pela família pelas crianças. Analisa, ainda de que maneiras as experiências com tais textos reverberam nos enunciados produzidos pelas crianças. Esta pesquisa está fundamentada na psicologia histórico-cultural de Vigotski, que entende o sujeito como um ser histórico e social, cuja relação com o outro e com o mundo dá-se, primordialmente, pela linguagem. Nesse sentido, a criança é vista em sua historicidade e contexto social, compreendida como sujeito que já é, e não como um vir a ser, inserida em uma sociedade e produtora desta. A maneira particular pela qual essa criança participa desse meio é significada pela filosofia da linguagem de Bakhtin, que concebe a língua como dialógica, viva e integrante da vida. Por isso, nosso foco se dá nos gêneros discursivos presentes na vida de uma turma de segundo período da educação infantil e nas relações que estabelecem com esses gêneros. Mais do que por suas propriedades formais, os gêneros discursivos são aqui compreendidos em relação às situações sociais que lhes originam. Como caminho metodológico para esta investigação, optamos pela pesquisa do tipo etnográfico, que busca, a partir da inserção em campo e observação participativa, a produção de dados. Os dados demonstram que a criança produz conhecimentos, questiona, imagina e não faz apenas aquilo que é autorizada pelos adultos. Em suas relações com os gêneros discursivos, tais características se evidenciam. As crianças levantam hipóteses, estabelecem relações, produzem gêneros e os modificam de acordo com as situações de interação que vivenciam, demonstrando conhecimento das esferas de circulação dos gêneros e seus objetivos comunicativos. Numa perspectiva ética e dialógica de pesquisa, foi possível vivenciar o protagonismo das crianças no decorrer deste trabalho, a partir da produção com as crianças de um novo gênero discursivo, fruto da situação social de pesquisa, que se incorporou ao cotidiano da turma: o diário de campo. / This work, linked to the line of research Language Knowledge and Training of Teachers of Federal University of Postgraduate Program of Juiz de Fora (UFJF), Minas Gerais, which investigates genres are present in the daily life of a preschool class and How such genres come in daily life: proposed by the teacher, the projects developed in school, the family by children. It also analyzes the ways in which the experiences with such reverberate texts in the utterances produced by children. This research is based on the historical-cultural psychology of Vygotsky, who understands the subject as a historical and social, whose relationship with one another and with the world takes place primarily through language. In this sense, the child is seen in its historical and social context, understood as subject it already is, and not as a becoming, inserted in a society and producer of this. The particular way in which the child participates in this medium is meant by the philosophy of Bakhtin language, which sees language as dialogic, alive and integral life. Therefore, our focus is given to us genres present in the lives of a group of second period of early childhood education and the relationships they establish with these genres. More than by their formal properties, the genres are here understood in relation to social situations that cause them. As a methodological way for this research, we chose the ethnographic research, which seeks, by entering the field and participant observation, the production data. The data demonstrate that the child produces knowledge, questions, imagine and does only what is authorized by adults. In its relations with genres such characteristics are evident. Children pose hypotheses, establish relationships, produce genres and vary according to the situations of interaction that experience, demonstrating knowledge of the movement of spheres of genres and their communicative goals. An ethical and dialogical perspective of research, it was possible to experience the role of children in the course of this work, from the production to the children of a new discourse genre, fruit of the social situation of research, which was incorporated into the class routine: daily field.

Scholars have long explored the lack of diversity in gifted-and-talented education and specifically the role that gifted-and-talented test performance plays as a barrier to access. However, there is limited work, particularly quantitative work, examining the ways in which policies perpetuate racial/ethnic and socioeconomic inequalities within the education system.I build upon the extant research by examining each stage of the admissions process, employing quantitative methods, and using a comprehensive sample of longitudinal admissions and enrollment data from New York City. This dissertation explores the diversity of gifted-and-talented programs by addressing two research questions: 1) Do families who request testing, test, apply, and enroll their children in gifted-and-talented programs reflect diverse backgrounds? and 2) Do gifted-and-talented admissions criteria and priorities, specifically test score criteria and sibling priority, advantage certain students? My results suggest that from the onset, families engaging with the first step of the gifted-and-talented admission process are not representative of the student population at large. While a more diverse group of families request testing and test, as families progress further along in navigating the admissions process, at each stage the families look more like one another. The filtering nature of the admissions process leaves far lower proportions of low-income, Black, and Hispanic families enrolling in gifted-and-talented programs. I also find that admissions rules advantage certain students to varying degrees. My findings reveal that test score cutoffs severely exacerbate the lack of diversity in gifted programs, giving the already advantaged families a further advantage. Contrastingly, I find that sibling priority does not exacerbate the lack of diversity to the same extent. Overall, the likelihood of receiving an offer does not vary by most sociodemographic characteristics. However, once a child meets the test score criteria, the score plays a far less important role in determining offers to a top choice program, and sibling preferences give families a strong advantage in receiving an offer to their first choice gifted-and-talented program.

No description available.

The purpose of this study was to teach play skills to a six year-old deaf male child with autism and to determine if these play skills would reduce self-stimulatory behaviors. The child was introduced to an independent play schedule duing two teaching phases using prompting and reinforcement procedures that have in the past been successful in teaching new skills to children with autism.

Orientador: Deise Aparecida Peralta / Resumo: Essa pesquisa tem por objetivo investigar as percepções dos coordenadores pedagógicos da Educação Infantil da Rede Municipal de São José do Rio Preto, a respeito da etapa de consulta pública no processo de reforma curricular encadeadas pelos documentos curriculares: Base Nacional Comum Curricular e o Currículo Paulista, considerando suas ações articuladoras, mediadoras e formadoras. Para tal intento, apoiamo-nos no arcabouço teórico de Jürgen Habermas, especificamente nos conceitos de Ação Comunicativa e Esfera Pública. Acreditamos na relevância de reunirmos os coordenadores pedagógicos para essa discussão, pois de maneira geral os educadores têm reduzida capacidade de participar da construção das políticas educativas, e envolvendo-os em espaços de discussões podemos buscar a constituição de uma Esfera Pública como uma estrutura comunicacional escorada nas Associações Livres, onde esse aspecto poderá ser debatido. O estudo contou com uma análise documental sobre os documentos curriculares nacionais, estadual e municipal. Houve também o levantamento de produções acadêmicas sobre a coordenação pedagógica na Educação Infantil e pesquisas que envolviam Teoria do Agir Comunicativo em contextos educativos. Participaram do levantamento de campo seis coordenadores (as) pedagógicos (as) que foram envolvidos (as) em duas conversações: uma individual e outra coletiva em um grupo. Como resultados da análise dos documentos curriculares traçamos um quadro comparativo entre o Referencial Cu... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to investigate the views of the Pedagogical Coordinators and Principal of Children Education in the city São José do Rio Preto, concerning the stage of public consultation in the curricular reform process chained by the curricular documents: Common National Curriculum and the Paulista Curriculum, considering the articulating, mediator and formator actions. For this purpose, we rely on Jürgen Habermas' academic framework, specifically in the concepts of Communicative Action and Public Sphere. We believe in the relevance of bringing together pedagogical coordinators for this discussion, because in general, educators have reduced the capacity to participate in the construction of educational and training policies, and involving spaces for discussions we can seek the Constitution of a Public Sphere as a communication structure anchored in the Free Associations, where this aspect may be discussed. This research had a documentary analysis on national, state and municipal curriculum documents. There was also the survey of academic productions on pedagogical coordination in Children Education and research involving Communicative Action Theory in educational settings. Six pedagogical coordinators participated in the field surveys who were involved in two interviews: one individual and the others in a discussion group. As results of the analysis of curricular documents we outlined a comparative framework between the National Curriculum for Children Education (RCNEI),... (Complete abstract click electronic access below) / Mestre

Orientador: Samuel de Souza Neto / Resumo: O presente trabalho tem como objetivo geral compreender o processo de inserção profissional de professores de Educação Física (EF) escolar na educação infantil. Além disso, tem como objetivos específicos buscar: a) averiguar as possibilidades de inserção profissional na literatura; b) identificar e analisar as propostas de acolhimento e acompanhamento para professores de EF principiantes na literatura; c) descrever e analisar os elementos de inserção profissional, no que diz respeito ao acolhimento e acompanhamento vistos no cotidiano de algumas escolas; e d) identificar e analisar a percepção de professores principiantes e professores coordenadores sobre a inserção profissional. Optou-se, para o desenvolvimento desse trabalho, pela metodologia de pesquisa qualitativa, estudo exploratório que utiliza como técnicas: observação participante, entrevista semiestruturada e análise de conteúdo. Os participantes dessa entrevista foram cinco professores de Educação Física em início de carreira, atuantes na educação infantil de uma rede municipal do interior de São Paulo há, aproximadamente, quatro anos (professor principiante) e seus respectivos professores coordenadores, os quais trabalham com aqueles nas mesmas escolas, totalizando dez participantes. Em todas as etapas foram utilizados termos de consentimento livre e esclarecido, aprovado pelo Comitê de Ética da instituição de desenvolvimento. A partir da observação participante das aulas e do horário de trabalho pedagógico coletiv... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The main objective of this research was to identify and describe the professional insertion process of physical education teachers in early childhood education. Specifcally it aimed to: a) understand the existent possibilities of professional insertion in literature; b) identify proposals for welcoming and accompaniment for novice physical education teachers in literature; c) verify novice teachers´ and coordinators perception of professional insertion; d) describe professional insertion elements, according to welcoming and accompaning in school life. In this trajectory our theoretical framework adresses and sets early childhood education and how physical education is perceived in this field. Subsequently following, a way was set out to identify formative processes, discussing the necessary elements for teacher´s professional development, providing imputs for professional insertion to then get to the first step of professional insertion (supervised practice) and its effects in professional insertion and trajectory. At the end, understandig this way as part of teacher´s profissionalization process, we bring its concepts and implications. The research participants were five novice physical education teachers, working at Municipal Schools of Children´s Education in São Paulo countryside for almost four years (novice teachers) and their respective coordinators, numbering 10 participants. The Informed Consent Form aproved by the University Ethics Comitee was used in all steps of t... (Complete abstract click electronic access below) / Mestre