The Individuals with Disabilities Education Improvement Act (IDEIA) 2004 requires schools to provide students with disabilities with all the academic opportunities, services, and extracurricular involvement afforded non-disabled peers and with non-disabled peers. Accountability measures resulting from the law, No Child Left Behind Act (NCLB), place increased emphasis on the performance of students with disabilities who must be included in the state assessment system, and meet the levels of proficiencies identified by the state for Adequate Yearly Progress in reading and math no later than 2013-2014. According to the literature, principals felt unprepared to provide the leadership in special education. The purpose of the case study of the leadership of a principal was to provide descriptions of practices in implementing and supporting inclusion so that instruction for children with disabilities can be delivered in general education classrooms. The data were triangulated from an interview with the principal, a focus group discussion of general and special education teachers, and examinations of physical artifacts. The findings revealed that the principal organized the school to support instruction of children with disabilities in general education classroom, planned intentionally for scheduling and grouping of students, expected general education and special education teachers to share equal responsibilities for instruction, used data to monitor the progress of students, developed visible and written procedures for academic and behavioral expectations, and collaborated with parents. Underlying each of the findings was the expectation that the faculty collaborate in understanding the impact of the disability upon learning, and problem solve interventions to positively affect academic outcomes for children with disabilities. / Ph. D.

In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely: - Learners who experience barriers to learning are a heterogeneous group of learners. - Teachers' knowledge of barriers to learning and development is inadequate. - Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed. - An outcomes-based-education approach influences inclusive education. It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)

Inclusion of learners with diverse needs implies a shift from a medical deficit model to a social systems model. The latter does not view the learner as a problem; instead it considers the environment or society’s response to the individual as barriers to learning. This study focuses on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data was collected from a small sample by interviews, observations and documents and inductively analysed. Recommendations for the improvement of practice were made based on the findings. / Educational Studies / M. Ed. (Specialisation in Guidance and Counselling)

Syftet med studien var att undersöka hur lärare och rektorer organiserar undervisningen för den integrerade grund-särskoleeleven samt vilka förutsättningar för inkludering som finns. Med hjälp av klassrumsobservationer och in-tervjuer söktes svar på följande frågeställningar: Hur organiseras undervisningen, vilka förutsättningar för inkludering finns, hur beskriver lärare och rektorer samarbetet mellan lärare, resurspersoner och speciallärare samt vilken kunskap om grundsärskolan finns på skolorna? Teoretisk förankring utgörs av Lundgrens ramfaktorteori (1972), relationell pedagogik enligt Aspelin (2013) samt de specialpedagogiska perspektiven, individperspektiv och relationellt perspektiv. De kvalitativa undersökningsmetoderna observation och intervju användes i studien. Observationer av undervisningen i klassrummet kompletterades med semistrukturerade intervjuer med lärare respektive rektor. Sammanfattningsvis pekar resultaten på ett stort engagemang hos främst lärarna i att skapa en bra organisation för elevernas undervisning. Överlag är undervisningen anpassad efter elevernas behov och förutsättningar. Lärarna beskriver att tid för planering och samarbete mellan lärare och mellan resursperson och lärare samt utbildning i grundsärskolans läroplan är bristfällig. Denna studie, om än slutsatser ska dras med viss försiktighet, pekar på att en del rektorer i grundskolan inte är tillräckligt insatta i grundsärskolans läroplan eller vad det innebär att undervisa en integrerad elev. Speciallärare med kunskap om grundsärskolan behövs därför i grundskolan så att integrerade elevers rätt till rätt utbildning utifrån grundsärskolans läroplan kan säkerställas samtidigt som de, utifrån inkluderingstanken, får vara socialt och pedago-giskt delaktiga (Nilholm & Göransson, 2013). / The aim of this study was to investigate how teachers and principals organize teching for pupils with intellectual disabilities in ordinary schools, so-called integrated pupils. With the help of classroomobservations and interviews answers were sought to the following questions: How is the teaching organized, what conditions for inclusion exists, how do techers and principals describe the collaboration between teachers, assistants, and special teachers and what knowledge exists about the curriculum for pupils with intellectual disabilities? As theoretical framwork Lundgren´s Frame factor-theory, Aspelin´s relational pedagogy and the special educational perspectivs, individual and relational perspectiv were used. The qualitative surveymethods were observation and interview. Observations of classroom-teaching were supplemented with semi-structured interviews with teachers and principals. The results of the studie point to a great commitment among the teachers in creating a good organization for the pupils. Overall the teaching is adapted to the pupils needs and conditions.The teachers describe that there is lack of time for planning and collaborations between teachers and assistants. Education of the curriculum for pupils with intellectual disabilities is also insufficient. This study, although conclusions should be drawn with some caution, points out that some principals are not sufficiently familiar with the curriculum for pupils with intellectual disabilities. Special teachers with knowledge about this curriculum are therefore needed in ordinary schools. Based on the inclusive idea the pupils then can be more socionally and educationally involved in their schools.

本研究旨在探討團隊式、主從式、輪流式之合班教學類型其教師課堂經驗與幼兒課程經驗之內涵。本研究使用自編之「幼兒課程經驗記錄表」與「教師課堂經驗記錄表」進行結構式之觀察，觀察對象為台北市公立幼稚園「團隊式」、「主從式」、「輪流式」班級之教師及幼兒，各兩班；觀察時間從早上九點至下午四點，共18天，並於觀察結束後進行教師訪談。 分析結果發現，教師課堂經驗層面，(一)團隊式教師之合作方式以「共同主導」為主，工作內容以「教學相關內容」為主。而「共同討論」比例最高，深度亦是最深，「常規」管理之時間最少。(二)主從式教師合作方式以「一主一協」為主，除中午生活活動時段「獨自帶領」比例提升；工作內容以「教學相關內容」為主。(三)輪流式教師合作方式以「獨自帶領」為主，除中午生活活動時段以「共同主導」為主；工作內容以「照料幼兒」為主，由於獨自帶領比例高，因此「常規」比例最高。 幼兒課程經驗層面，(一)三種合班教學類型皆以「生活活動」比例最高，「學習活動」次之，「轉銜活動」最少。其中上午時段以「學習活動」為主，中午以「生活活動」為主。(二)「學習活動」以「團隊式」、「主從式」之比例最高；「生活活動」以「輪流式」比例最高；「轉銜活動」以「主從式」、「輪流式」比例最高。(三)下午時段，「團隊式」、「主從式」以「學習活動」為主，但主從式多為角落與各類遊戲活動；「輪流式」則以「生活活動」為主。(四)三種合班教學類型之共同參與者皆以「教師與同儕」為主；活動主導者皆以「教師主導」為主；目標明確度以「團隊式」最高。 本研究亦發現，(一)三種合班教學類型其個別指導比例皆偏低，其與研究者進班觀察時間有關。(二)「團隊式」、「主從式」教師間會交流資訊；影響教師參與專業成長活動因素為教師時間與體力、研習內容等。(三)教師兼任行政工作之影響為中斷教學、增加教師負擔、提升教師獨自帶領比例等。(四)公幼並非完全無注音教學，原因為幼小銜接、因應家長需求。(五)自然科學比例較低，美術活動多為繪畫，素材多為彩色筆、蠟筆，缺乏多元性。 最後根據以上之結論，研究者針對幼稚園教師、幼稚園所、教育行政機關及後續研究提出建議。 關鍵字：合作教學、教學類型、課堂經驗、課程經驗、幼稚園 / The main purpose of this study is to discuss teachers' experiences and young children's experienced curriculum in three co-teaching types of classrooms, including “team work type”, “teach- assist type”, and “ rotation type”. This study uses “children's experienced curriculum record” and “teachers' experiences in the classroom record” to do the structural observation. Researcher observed three co-teaching types of classrooms choosing from Taipei city public kindergartens, two classrooms for each co-teaching type, totally six classrooms, from 9:00 a.m. to 4:00 p.m., totally 18 days, and interviewed teachers after observation. Following are the results of this study: First, on the part of teachers' experiences, (A) The primary cooperation way of team work type is “leading together”, and the primary work of team work type is about teaching. Besides, the percentage of discussion is the most, and the classroom- rule management is the least. (B) The primary cooperation way of teach- assist type is “one teach and one assist”, but the percentage of “leading alone” is increased only in the period of noon, and the primary work is about teaching. (C) The primary cooperation way of rotation type is “leading alone”, the percentage of “leading together” is increased only at the time of daily routine in the period of noon, and the primary work is about taking care of children. Besides, the percentage of classroom- rule management is the most. Second , on the part of children's experienced curriculum, (A) In all three types of co-teaching, “daily routine ” has the highest percentage of the context of curriculum, the “learning time” has the second most percentage, and the “transition time” has the least. And the primary activity in the period of morning is “learning”, while the primary activity in the period of noon is “daily routine ”. (B) “Learning time” in the team work type and teach-assist type classrooms is the most, and the “ rotation type” classrooms have the most “daily routine ” time. The teach-assist type and “rotation type” classrooms have the most percentage of “transition time” (C) In the period of afternoon, the primary activity in the team work type and teach- assist type classrooms is “learning time”, but teach- assist type classrooms have more learning corner and play time. And the primary activity in the “rotation type” classrooms is “daily routine ”. (D) The co-participants in all three types of co-teaching classrooms are teachers and peers, and teachers are the main leaders in the activities. And the goal of team work type is most explicit. This study also found, (A) The reason that the percentage of “individual instruction” in the three types of co-teaching classrooms is low, is because of the researcher’s observation time. (B) Teachers belong to team work type and teach-assist type usually exchange information. The factors affect teachers on attending professional development activities are their time, energy, and training programs. (C) The effects that teachers participate in administrative works are interrupting teaching, increasing teachers’ burden, and the percentage of “leading alone”. (D) Owing to the demand of transition from kindergarten to primary school, and the expectations of parents, there still be Chinese phonetic symbol teaching in public kindergartens. (E) The percentage of science curriculum is low. The art activities are mainly drawing, and the materials of art are mostly crayons or color pens, which are lack of varieties. On the basis of the results, this study proposes some suggestions for kindergarten managers, administrations, teachers, and researchers. Key words: co-teaching, teaching type, teachers' experiences, young children's experienced curriculum, kindergarten

以英語為母語以及非英語為母語之教師，兩者間之協同教學國家級計劃，從1990年代開始在日本、韓國及香港各地執行。過去十年，台灣地區共有兩個相關計劃：一個位於中部某縣轄市；另一個則在北部地區，由該地方教育局與某知名學術基金會合作執行。關於這類的計畫，目前已有文獻探討執行上的困難，主要包括文化歧見、老師教學效能、與行政單位之運作問題，但其實卻並無整體評析之深入研究可供參考。 本研究遵循質化與量化的方法，針對北部之計畫為對象，深入評析中外師協同教學執行一年後之師生學習成效。研究首先以量化方式以成就測驗與態度問卷了解計畫中80名四年級與六年級小學生的英文學習成果、他們對英文的態度以及學習動機。另外又以訪談、課室觀察以及教學日記蒐集資料，分三組追蹤調查六位中外師之專業成長，藉衛考斯基的社會文化理論做分析，而文化體認方面，則以第三向度觀點，了解不同文化背景的老師之發展。 研究結果顯示此項中外師協同教學計劃對學生學習有正面作用，但程度則多有不同。學生之閱讀與聽力有成長，四年級學生受益又比六年級學生更多，但成果則因時間較短而稍顯淺薄。另一方面，中外教師在專業知識與文化體認上有顯著成長，可以說是本計畫最大受益者。 整體而言，計畫單位對中外師雙方合作關係之培養具備完善的機制，而在文化體認方面又有一群能夠以持平立場看待文化差距的諮詢專家，為中外師創造第三向度合作空間，使雙方能夠大方擁抱兩種文化且無需掩飾彼此之不同。這些設計使計劃更有效能，整體執行方式具參考價值。 / National co-teacher programs involving native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) have been in operation since the 1990’s in Japan, Korea and Hong Kong. Two major programs have been established in Taiwan in the last ten years, one by a city government in the central part of Taiwan, the other by the education bureau of a rural county in the north, in collaboration with a well known academic exchange foundation. The cultural, pedagogical and administrative challenges such schemes face are well documented but there has been little evaluation of the benefits for stakeholders This study focused on the program in northern Taiwan and followed a mixed methods approach in order to trace learning gains from co-teaching for teachers and students over the course of one year. Students’ gains in English proficiency and changes in attitude and motivation were measured in a quantitative study involving over 80 4th and 6th grade students who were tested and surveyed. A triple case study investigated growth in professional knowledge and cultural awareness in three teaching pairs through interviews, class observation and teacher journals. Teacher learning was studied through the prism of socio-cultural theory and growth in cultural awareness from the perspective of thirdness. The program was found to have a positive effect on students, but in varying degrees. Student scores in both reading and listening proficiency improved while their attitudes and motivation were positive. Proficiency gains were greater among 4th graders than 6th graders, but the results also showed that for students, the impact of a one year program is relatively shallow. Teachers grew considerably in both professional knowledge and cultural awareness and were the greatest beneficiaries of the program. This study also found that the effectiveness of the program was facilitated by certain enabling mechanisms which nurtured the relationship between NESTs and NNESTs. Cultural awareness was facilitated by a culturally fair panel which helped create third spaces where teachers could embrace both cultures without hiding the differences between them.

In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely: - Learners who experience barriers to learning are a heterogeneous group of learners. - Teachers' knowledge of barriers to learning and development is inadequate. - Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed. - An outcomes-based-education approach influences inclusive education. It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)

Inclusion of learners with diverse needs implies a shift from a medical deficit model to a social systems model. The latter does not view the learner as a problem; instead it considers the environment or society’s response to the individual as barriers to learning. This study focuses on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data was collected from a small sample by interviews, observations and documents and inductively analysed. Recommendations for the improvement of practice were made based on the findings. / Educational Studies / M. Ed. (Specialisation in Guidance and Counselling)

Made available in DSpace on 2016-06-02T19:44:17Z (GMT). No. of bitstreams: 1 6336.pdf: 4953730 bytes, checksum: b0d22f7c504497ed394f5fb5ea297b62 (MD5) Previous issue date: 2014-02-26 / Financiadora de Estudos e Projetos / The Co-teaching/Collaborative Teaching has been considered by many researchers as one of the modalities to support school inclusion service, having effective strategies for children with special needs of Special Education students - PAEE in public schools. This is one of the collaboration models in which teachers of special and regular education work in an egalitarian relationship searching for strategies to encourage enrollment of PAEE students within the regular school classroom. In this perspective, the present study aimed to develop, implement and evaluate a Specialized Educational Service Program - AEE based on Co-teaching, for students with intellectual disabilities in the regular classroom context at four public schools of two cities. The study was conducted in four public schools of two cities: São Carlos - São Paulo in 2011 and Vitória da Conquista - Bahia in 2012. In this study, altogether participated the researcher, as a special education teacher; four teachers of regular classrooms and five students with intellectual disability ID. The instruments used were: a questionnaire for mapping school networks and school units; identification questionnaire and Semistructured interview script for participating teachers; Anamnese Sheet, Four Words and one Sentence Test, educational evaluations and activities for students with ID; Observation script and Field diaries with the researcher records and Rating Scale for Outer Observers - EAOE. Student data were individually analyzed qualitatively and quantitatively, considering the process analysis; teachers interviews were subjected to content analysis. The results indicated the importance of Co-teaching for participating teachers, particularly in the expansion of knowledge about ways of acting in the regular classroom with ID students; expansion of professional knowledge about managing the classroom for the special education teacher and, in the ID students there was progress in the social aspect - changes in behavior and in academic development - willingness to participate in educational activities, which supports this strategy as another model that may increase the participation of ID students in the regular school context, and provide continuing education for professionals involved. However, the support service based on Co-teaching needs to be implemented in other school systems to evaluate the generalizability of its effectiveness, so that it can influence public education policy that supports other models of AEE that can be realized in other areas, besides Multifunction Features Room - MFR. / O Coensino/Ensino Colaborativo vem sendo apontado por vários pesquisadores como uma das modalidades de serviço de apoio à inclusão escolar, configurando-se como uma das estratégias eficazes na escolarização dos alunos público-alvo da Educação Especial PAEE nas escolas comuns. Trata-se de um dos modelos de colaboração em que professores da educação especial e comum trabalham numa relação igualitária na busca de estratégias que possam favorecer a escolarização dos alunos PAEE dentro da sala de aula da escola comum. Nesta perspectiva, a presente pesquisa teve por objetivo elaborar, implementar e avaliar um Programa de Atendimento Educacional Especializado - AEE com base no Coensino, para alunos com deficiência intelectual no contexto da sala de aula comum em quatro escolas públicas municipais de dois municípios brasileiros. Trata-se de uma pesquisa participativa com abordagem mista. O estudo foi desenvolvido em quatro escolas públicas de duas redes de ensino municipal: São Carlos- São Paulo no ano de 2011 e Vitória da Conquista Bahia no ano de 2012. Ao todo participaram deste estudo a pesquisadora, como professora de educação especial; quatro professoras da sala de aula comum e cinco alunos com deficiência intelectual- DI. Os instrumentos utilizados foram: questionário de mapeamento escolar para as redes e unidades escolares; questionário de identificação e Roteiro de entrevista semi-estruturada para os professores participantes; Ficha de Anamnese para os pais ou responsáveis pelos alunos com DI; Prova das Quatro Palavras e uma Frase, avaliações e atividades pedagógicas para os alunos com DI; Roteiro de observação e Diários de campo com registros da pesquisadora e Escala de Avaliação para Observadores Externos EAOE. Os dados dos alunos foram analisados individualmente de maneira qualitativa e quantitativa levando em consideração a análise do processo; as entrevistas com as professoras foram submetidas à análise do conteúdo. Os resultados analisados apontaram a importância do Coensino para os professores participantes, especificamente na ampliação do conhecimento sobre as formas de atuar na sala de aula comum com alunos com DI; ampliação do conhecimento profissional sobre manejo de sala de aula para a professora de educação especial e, em relação aos alunos com DI verificou-se avanços no aspecto social mudanças no comportamento e, no desenvolvimento acadêmico disposição para participar das atividades de ensino, o que respalda essa estratégia como mais um modelo que poderá ampliar a participação dos alunos com DI no contexto da escola comum, além de prover formação continuada aos profissionais envolvidos. Contudo, o serviço de apoio baseado no Coensino necessita ser implementado em outras redes de ensino para avaliar a generalização de sua eficácia, para que assim possa influenciar uma política pública de educação que respalde outros modelos de AEE que poderão ser realizados em outros espaços, além da Sala de Recursos Multifuncionais SRM.

No description available.