Recent legislation in South Africa has changed education considerably, particularly in the move towards inclusive education. Previous educational provision in South Africa, as in many countries, assigned many learners with learning difficulties to segregated settings. Such placements tended to be based on the psycho-medical, intelligence-testing model of identifying learning difficulties. Much research has queried the effectiveness of this approach. However, as no alternative model has been researched, it was decided to research the effectiveness of using an ecosystemic approach in conjunction with a collaborative consultancy model as a method for identifying learning needs in high school learners in a South African public secondary school. Various methods of qualitative data collection were used during the intervention, and comparative analysis was employed to analyse the data. The findings of this study suggest that an ecosystemic approach used together with a collaborative consultancy approach to identify and understand learning diversity is a viable process in inclusive education contexts. However, it is acknowledged that a considerable body of research needs to be achieved before this finding can be considered conclusive. In addition, certain constraints to using this approach were acknowledged, and these include the time, expertise and money needed to facilitate the process successfully.

Syftet med denna studie har varit att se hur undervisande lärare kan hjälpa alla elever i sitt klassrum. Vad är det som krävs för att komma dit? Vilka studier finns det, vad kommer de fram till? Går det att koppla ihop det känslomässiga med det vetenskapliga, för att få elever att utveckla sina förmågor och självkänsla, ge eleverna ett sätta att hantera motgångar? Studien har genomförts med intervjuer av pedagoger inom skolvärlden för att få fram hur de uppfattar och beskriver att elever i matematiksvårigheter hanterar motgångar. Studiens resultat visar att när det gäller att lära elever att hantera motgångar, vilka i sin tur kan göra att elever tappar motivation, har vi pedagoger och vuxna runt omkring barnet en viktig roll i att stärka dem och få dem att se sina starka sidor, men även se vilka förändringar vi vuxna måste göra. Med en bra attityd gentemot matematiken får eleverna mer motivation, vilket i sin tur ger dem en större chans att hantera motgångar. / The purpose with this study was to examine how educating teachers can help all their pupils in the classroom. What does it take to get there? What studies are there, what do they say? Is it possible to connect the emotional, with the scientific to get pupils to elope their abilities and self-esteem, give the pupils a way to handle adversities? The study was done with interviews of school educators to find how they perceive and describes how pupils with mathematical disabilities handle adversities. This study’s result shows that when it is a question of pupil’s way of handling adversity, which might lead to that the pupils lose their motivation, educators and adults around the child have an important role in strengthening the pupils and make them see their strengths, but also see what kind of changes we as adults have to do. With a good attitude towards mathematic, the pupils get more motivated and it gives them a bigger possibility to handle adversities.

Syftet med denna litteraturstudie är att ta reda på vilka svårigheter och problem det finns för elever med någon typ av hörselnedsättning/dövhet i matematikundervisning och hur dessa problem och svårigheter kan bemötas av pedagoger. De två huvudrubriker som framkom i studien var: specifika problem och svårigheter för hörselnedsatta/döva elever och pedagogers bemötande av de specifika problem och svårigheterna. Resultatet av studien visar på svårigheter i andraspråket, kommunikationsproblem och brist på kunskap i matematik-undervisning för hörselnedsatta/döva elever. Resultatet visar också hur pedagoger skulle kunna gå tillväga för att förändra detta och förbättra matematikundervisning för elever med hörselnedsättning/dövhet. / The main purpose of this literature study is to explore the limitations that exist in math education for students that suffer from some kind of impaired hearing or deafness. The purpose is to see how the school and the teachers can work to reduce these limitations. The main topics that we chose based out of the science that we found were; specific problems for students with impaired hearing/deafness and how teachers can work to reduce these limitations. The results of this study show difficulties as in communication problems and lack of knowledge in mathematics for student who suffers from some kind of impaired hearing or deafness. The result chapter also shows suggestions on how to change these difficulties and how to make it better for the future.

Sammanfattning   Tidigare forskning påvisar att elever med autismspektrumtillstånd (AST) ofta möter svårigheter i skrivandet och att de behöver få specifik skrivundervisning för att utvecklas i sitt skrivande. Studiens syfte var att undersöka och synliggöra lärares uppfattningar och erfarenheter beträffande skrivundervisning för elever med autism. Vår studie vilar på didaktisk teori som beskriver undervisning som en intentionell handling och betonar vikten av att undersöka verksamma lärares tankar och erfarenheter om undervisningens viktiga frågor. Utifrån en kvalitativ ansats undersöktes dels hur lärare ser på skrivsvårigheter hos elever med AST, dels vilka metoder och strategier de använde i sin undervisning samt dels deras tankar kring bedömning av elevernas skrivförmåga. Vi genomförde semistrukturerade intervjuer med sju grundskollärare, tre specialpedagoger och två speciallärare som alla bedriver skrivundervisning för elever med autism. Intervjuerna transkriberades och analyserades. Studiens resultat visade att samtliga lärare uppfattade att elever med AST ofta möter flera svårigheter i sitt skrivande. Svårigheter som lärarna belyste var exempelvis att komma på en idé till en text, utveckla skrividén, skriva för en mottagare samt att komma igång, genomföra och att avsluta skrivuppgifter. Lärarna beskrev att de använder en mängd olika metoder och strategier för att ge eleverna stöd kring struktur i skrivandet. Lärarna lyfte även vikten av att skapa en god relation till eleverna och att kontinuerligt återkoppla på skrivuppgifter. En annan viktig aspekt som framkom var betydelsen av att stödja elevernas motivation för att skriva. Något lärarna lyfte som en svårighet i undervisningen var att bedöma skrivutvecklingen hos elever med AST. I relation till tidigare forskning, belyser vår studie betydelsen av explicit och strukturerad undervisning för att stödja elever med autism i deras skrivande. / Summary   Earlier research proves that students with autism spectrum (ASD) often encounter difficulties in writing and that they need to receive specific writing instruction to develop in their writing. The aim of the study was to investigate and visualize teachers' perceptions and experiences regarding teaching for writing development for pupils with autism. Our study relies on didactic theory which describes the teaching as an intentional act and emphasizes the importance of examining the active teachers' thoughts and experiences about the important issues of teaching. Based on a qualitative approach, it was examined how teachers look at writing difficulties among pupils with ASD, and what methods and strategies they used in their teaching and partly their thoughts on assessing the students' writing ability.   We conducted semi-structured interviews with seven elementary school teachers, three special educators and two special teachers, all of whom conduct writing lessons for pupils with autism. The interviews were transcribed and analyzed. The study's results showed that all teachers perceived that students with ASD often encounter several difficulties in their writing. Difficulties that the teachers highlighted were, for example, coming up with an idea for a text, developing the script, writing for a recipient and getting started, completing and completing writing tasks. The teachers described that they use a variety of methods and strategies to provide students with support for the structure of the writing. The teachers also emphasized the importance of creating a good relationship with the students and continuously feedback on writing tasks. Another important aspect that emerged was the importance of supporting the students' motivation for writing. Something the teachers raised as a difficulty in teaching was to assess the writing development of students with ASD. In relation to previous research our study highlights the importance of explicit and structured teaching to support pupils with autism in their writing.

The aim of this study is to explore the way teachers in pree-school are relating to and working with pre-schoolers in concentration difficulties in the indoor environment. We have chosen to study if pedagogues are working in a way where they are trying to help the children or if they are considering concentration difficulties as existing within the child. In that way we will become aware if the teachers are working in a way where the child are considered as a child in concentration difficulties or as a child with concentration difficulties. The method used in this study is qualitative interviews consisting open ended questions where total of five pedagogues took part. The questions posed in the study are: • How do educators relate to children in concentration difficulties? • What importance does the indoor environment have on children in concentration difficulties? • What importance does society have on pre-school teachers' work on children's ability to concentrate? Bronfrenbrenner´s theory and Malaguzzi´s philosophy will be the root of this study. By this philosophy and theory, the meaning of a pedagogic environment and the child´s background will be seen. This study will lift the meaning of a committed pedagogue who can create a meaningful environment that helps the kid to concentrate. This exploration will also show the need of normalisation of differences and a working way against the norms and valuations of the society. The analysis of the results show that the teachers thinks that an open way to work with children in concentration difficulties is meaningful. In this way the teachers can find a way to help the children by creating environments which works for every child. What the teachers did not think about were that an opened way to work means no expectations on the children. By working without expectations means a working way free from the society’s norms and valuations but that it shows it their work from time to time.

Le traitement préventif et amiable des difficultés des entreprises est la solution idoine pour préserver des entreprises viables, apurer le passif et sauvegarder les emplois. Le législateur français, à travers la mise en place d’un arsenal juridique qui favorise le traitement précoce des difficultés des entreprises, a pu faire un pas géant vers la dissipation et l’éclipse de l’esprit répressif et pénal au profit des mesures de prévention et de réparation des dommages. Cette nouvelle conception de réaction prompte contre les difficultés des entreprises a trouvé un véritable engouement auprès du législateur marocain. / The precautionary and amicable treatment of difficulties of firms is suitable resolution to preserve viable firms, audit debit and safeguard jobs. The French legislator, across the installation of a juridical armory which favours the precocious treatment of difficulties of firms, could make a huge step towards clearing up and eclipse of repressive and criminal mind to the advantage of the measurements of prevention and repairing of successive damage in said difficulties. This new comprehension of prompt reaction against difficulties of firms found a true infatuation to the Moroccan legislator.

Den här studiens syfte är att undersöka hur lärare definierar begreppet inkludering samt hurde arbetar med detisin svenskundervisningmed avseende på elever i läs-och skrivsvårigheter. Metoden som ligger till grund för undersökningen är kvalitativa, semistrukturerade intervjuer med fem lärare.  Studiens resultat visar en enighet bland lärarna om hur de uppfattarbegreppet inkludering som gemenskapsorienterad. Lärarnas arbetssätt sammanfaller likväldärsamtliga lägger ett stort fokus på att anpassa undervisningen för alla elever, både när det gäller helklass respektive enskilda uppgifter. Trots att lärarna innehar en positiv inställning till inkludering i undervisningen menar dem att en fullbordad inkludering inte alltid är att föredra för elevernas förutsättningar och behov. Resultatet speglar därmed ett visst dilemma kring inkludering i undervisningen för lärarna. / The aim of this study is to examine how teachers define the concept of inclusion and how they embody it in their Swedish teaching with reference to students in reading and writing difficulties. The method that is the basis for the study is qualitative, semi-structured interviews with five teachers.  The results of the study shows a unity among the teachers about how they perceive theconcept of inclusion as community-oriented. The teachers’ working methods also coincides where all of them put a great focus on adapting the educationfor all pupils, both in terms of full class and individual tasks. Although the teachers have a positive attitude towards inclusive education, they mean that a completed inclusion is not always preferable to the pupils’ prerequisites and needs. The result thus reflect a certain dilemma about inclusive education among the teachers.

Made available in DSpace on 2016-07-27T13:52:42Z (GMT). No. of bitstreams: 1 SELMA REGINA GOMES.pdf: 3201640 bytes, checksum: 524418b11626ef486dd23592613efd9b (MD5) Previous issue date: 2012-09-10 / This is a research linked to Line Theories of Education and Pedagogical Processes. Brings to the debate, the situation experienced by children with learning difficulties, which in the context of school inclusion is characterized as having intellectual disabilities, while not presenting a specialized evaluation that indicated the existence of a physical, sensory or mental. Was chosen as the rationale, theoretical contributions of Vygotsky on the construction of human psychological processes typically Bernard Charlot and perspective on the relationship with knowledge. Methodologically picked up the literature review and field research, using research procedures as interview, observation and ethnographic survey of the characteristics of the school, in the physical, administrative and pedagogical. We used also a pedagogic evaluation of learning conditions of the students. These are children, under the name of intellectually disabled, attending classes from second to fifth year of elementary school, in a State Public School in the city of Goiás Iporá-listed by school, by opinion prepared by teachers and the pedagogical coordinator as students possessing learning difficulty, because they can not keep up with the class regarding the assimilation of school content, and that for this reason were referred to specialized educational services. We sought to understand the characteristics of children's behavior, cognitive and affective dimensions, their strategies for dealing with your situation of learning difficulty, how are characterized by teachers as well as the treatment received in the context of school inclusion. The results indicate that the studied children are in a situation of learning difficulty, meaning that there are no capacity to learn, and, from the standpoint of cognitive and affective, are all signs that are capable of performing an intellectual activity, because carry within them the potential constitutive of the human condition necessary for such action. / Trata-se de uma pesquisa vinculada à Linha de Teorias da Educação e Processos Pedagógicos. Traz para o debate, a situação vivenciada pela criança com dificuldade de aprendizagem, que no contexto da inclusão escolar é caracterizada como possuidora de deficiência intelectual, mesmo não apresentando uma avaliação especializada que indicasse a existência de uma deficiência física, sensorial ou mental. Escolheu-se como fundamentação, os aportes teóricos de Vygotsky sobre a construção dos processos psicológicos tipicamente humanos e a perspectiva de Bernard Charlot sobre a relação com o saber. Metodologicamente escolheu-se a revisão de literatura e a pesquisa de campo, utilizando como procedimentos de pesquisa a entrevista, a observação e levantamento do tipo etnográfico das características da escola, nos aspectos físico, administrativo e pedagógico. Utilizou-se, também uma avaliação pedagógica das condições de aprendizagem do alunos. Estes são crianças, com a denominação de deficientes intelectuais, frequentando as turmas de segundo ao quinto ano do Ensino Fundamental, em uma Escola Pública Estadual na cidade de Iporá-Goiás, indicadas pela escola, por meio de parecer elaborado pelos professores e pelo coordenador pedagógico, como alunos possuidores de dificuldade de aprendizagem, pelo fato de não conseguirem acompanhar a turma com relação à assimilação dos conteúdos escolares, e que por este motivo foram encaminhados ao atendimento educacional especializado. Buscou-se compreender as características do comportamento das crianças, nas dimensões cognitiva e afetiva, suas estratégias para lidar com sua situação de dificuldade de aprendizagem, a forma como são caracterizadas pelos professores, bem como o tratamento recebido no contexto da inclusão escolar. Os resultados apontam que as crianças investigadas estão em uma situação de dificuldade de aprendizagem, não significando que não tenham capacidade para aprender, e, do ponto de vista afetivo e cognitivo, têm todos os indícios de que são capazes de realizar uma atividade intelectual, pois trazem em si as potencialidades constitutivas da condição humana necessárias para tal ação.

Made available in DSpace on 2016-07-27T13:53:56Z (GMT). No. of bitstreams: 1 MARIA GORETTI QUINTILIANO CARVALHO.pdf: 1872383 bytes, checksum: 1e5240852d34481d9e477c4cac22def3 (MD5) Previous issue date: 2007-08-23 / This dissertation argues the participation of the professor in the relation that the student diagnosised with learning difficulties establishes with the knowledge. It presents the historical about the difficulty of learning in the Brazilian pedagogical speech from the research of Tiballi (1998), Patto (1999), and Angellucci et alli (2004), and presents the concepts of learning and difficulty in learning according to geneticcognitive that Piaget has as his main exponent; social-cognitive, with Vygotsky as his main theorical and the cultural conception, that has Bernard Charlot as one of the scholars that, in the present time, makes an analysis on knowledge, the learning and the relation that the subject establishes with knowledge, adding some important elements for the understanding of the learning process. By empirical research done in the system of municipal public education in São Luís de Montes Belos, this dissertation identifies the conceptions of learning difficulty that mark out with buoys the pedagogical work of the professor in basic education, reflecting about what the professors think about learning difficulty and which elements constitute this conception, and, still what the professors and/or the school make to revert the situations of failure at school, beyond the criteria that the professors consider to identify the children who have learning difficulty. This reflection is based on the reformularizations of Charlot (2000, 2001, 2005, 2006) about learning, that considers the relation with knowledge, with learning, how the relation that the subject establishes with the world, with the other and with himself even when he is collated by the necessity in learning. / Esta dissertação discute a participação do professor na relação que o aluno diagnosticado com dificuldades de aprendizagem estabelece com o conhecimento. Apresenta o histórico sobre a dificuldade de aprendizagem presente no discurso pedagógico brasileiro a partir das pesquisas de Tiballi (1998), Patto (1999), e Angellucci et alli (2004) e os conceitos de aprendizagem e de dificuldade de aprendizagem segundo as concepções: genético-cognitiva, que tem Piaget como seu principal expoente; sócio-cognitiva, com Vygotsky como seu principal teórico e a concepção cultural, que tem Bernard Charlot como um dos estudiosos que, na atualidade, faz uma análise sobre o saber, a aprendizagem e a relação que o sujeito estabelece com o saber, acrescentando alguns elementos importantes para a compreensão do processo de aprendizagem. Por meio de pesquisa empírica realizada no sistema de ensino público municipal em São Luís de Montes Belos, esta dissertação identifica as concepções de dificuldade de aprendizagem que balizam o trabalho pedagógico do professor no ensino fundamental, refletindo sobre o que os professores pensam acerca da dificuldade de aprendizagem e quais elementos constituem essa sua concepção, e, ainda o que os professores e/ou a escola fazem para reverter situações de fracasso escolar, além dos critérios que os professores consideram para identificar as crianças que têm dificuldade de aprendizagem. Essa reflexão fundamenta-se nas reformulações de Charlot (2000, 2001, 2005, 2006) sobre a aprendizagem, que considera a relação com o saber, com o aprender, como a relação que o sujeito estabelece com o mundo, com o outro e consigo mesmo quando é confrontado pela necessidade de aprender.

Este trabalho apresenta os resultados da pesquisa que teve por objetivo analisar a percepção que as professoras têm de alunos e alunas encaminhados à recuperação paralela. O objetivo da pesquisa foi verificar se os motivos pelos quais meninos e meninas são encaminhados/as à recuperação paralela são semelhantes, ou se diferem de acordo com o sexo do/a estudante. A pesquisa baseou-se nos estudos sobre as relações de gênero e educação e em estudos sobre o fracasso e o sucesso escolar. As hipóteses iniciais eram de que os meninos seriam encaminhados por motivos não necessariamente ligados à sua real dificuldade de aprendizagem, seja por conta de indisciplina, seja por uma suposta culpabilização da família que não ajudaria o aluno nas tarefas escolares em casa, por exemplo. Já as meninas seriam encaminhadas por conta de dificuldades de aprendizagem geradas por timidez, apatia, deficiência mental, etc., ou seja, o motivo de encaminhamento das alunas seria por uma dificuldade intrínseca à menina, não havendo muita esperança de que a recuperação paralela contribuísse para que ela avançasse, já que sua dificuldade estaria atrelada a fatores psicointelectuais. A pesquisa de campo centrou-se em uma escola do Município do Embu que possuía um projeto de recuperação para alunos com dificuldades em leitura e escrita: o Projeto Letras e Livros e contou com observações e entrevistas semi-estruturadas com as professoras regentes de classe (que encaminham as crianças) e as professoras atuantes no Projeto Letras e Livros, além de observações das reuniões de conselho de classe ao longo do ano letivo de 2006. Tanto o Projeto analisado quanto a escola que serviu como campo para a pesquisa foram escolhidos devido à boa estrutura e organização e aos bons resultados que vinham mostrando nos anos de 2002 a 2006. Os resultados apontaram para a confirmação de que, independentemente de um trabalho articulado e reflexivo por parte das professoras, ainda se culpabiliza a família e a pobreza de algumas crianças, numa maioria de meninos, pela sua dificuldade de aprendizagem. Porém, esta questão não se apresentou tão forte quanto a literatura acadêmica vem mostrando. Na escola pesquisada, os aspectos referentes à não adequação da criança a um ofício de aluno valorizado pelas professoras - este ofício de aluno é tomado aqui como um modelo da maneira como o aluno ou a aluna deve se comportar, agir e ser dentro das dinâmicas escolares, ou seja, o não ajuste de algumas crianças ao que é esperado delas no momento de se organizar, se concentrar na aula, se comportar diante dos colegas e da professora, etc., - pode fazer com que a criança seja percebida como um/a aluno/a com dificuldade de aprendizagem. Algumas dificuldades citadas pelas professoras, entretanto, são percebidas mais em meninos e outras em meninas, evidenciando que as construções sociais sobre o masculino e o feminino contam muito ao avaliar quem precisa ou não de apoio extra na aprendizagem escolar. / This study presents the results of a research aimed at analyzing how teachers perceive male and female students who were referred to parallel studies. It intended to verify if the reasons why students are sent to those activities differ or not between male and female students. The research was based on gender and educational studies as well as studies on school failure and success. The first hypothesis was that boys were referred to parallel studies not necessarily because of their learning difficulties, but mostly as a result of indiscipline or due to a blaming the family discourse, which claims the child has difficulties because the family does not help him with the schoolwork. On the other hand, girls learning difficulties seemed to result from shyness, apathy or mental illness, that is, the reasons why teachers referred girls to parallel studies were mostly based on inner difficulties. Thus, as their difficulties were connected to psycho-intellectual issues, there was almost no hope those activities could facilitate their learning process. The field work was developed at a municipal school in Embu. The chosen school had a parallel study project to students with reading and writing difficulties: Projeto Letras e Livros (Letters and Books Project). The research was carried out with both classroom teachers (who would refer students to the project) as well as with the teachers of the project. The professionals were interviewed and observed during school council meetings throughout the year 2006. Both project and school were chosen because of efficient organization and positive results they showed between the years 2002 and 2006. The results of this research points out that even when there is a reflexive and articulated work among teachers at a school, it is still possible to hear them blaming family and poverty as the ones responsible for learning difficulties, especially for boys. However, those aspects were not as relevant to the teachers of the investigated school as they usually are in the academic literature. For those teachers, most important was the adequate performance of an approved role of the student. Here, this role consists of the way girls and boys must behave, act and be at school. The inadequate performance of this role students not meeting the expected attitude when they are asked to organize themselves, to concentrate or to behave with their teachers and classmates may lead teachers to perceive students as having learning difficulties. Moreover, some difficulties mentioned by the teachers were most perceived among boys whereas others were particularly mentioned about girls. This difference is evidence that the social construction of male and female greatly support the evaluation process of those who need or not parallel studies.