This phenomenological study was designed and conducted in a Post 1992 ‘new university’ situated in the UK. The aims of the study were a) to investigate inclusive practice amongst disabled students in higher education, b) to explore students’ perceptions on their lived experiences of the support provided c) to explore disabled students’ experiences of the process in gaining support d) to identify the kind of practices disabled students used to support their own effective learning in HE. A sample of 14 students, aged 19 to 56 volunteered to participate in the study. The study was underpinned by inclusive theory and equality policy provided for higher education institutions. Rich data from phenomenological interviews was analysed using thematic and narrative analysis. Analysis of the data uncovered new knowledge for lecturers and support staff in understanding disabled students’ lived experiences as they approached support systems and classrooms in higher education. The key findings involved a) barriers to communication and collaboration between students and lecturers, b) attitudes of staff and the asymmetries of power experienced by students in accessing support, c) issues around student anxiety, dependence and independence and ownership of learning, d) the idea that a reasonable adjustment could be unreasonable and embarrassing and evidence of tokenism in supporting students. The recommendations included a) the need for more in-depth training for all staff in equality and inclusive practice and inclusive course design, b) more support for students in negotiating their Study Needs Assessment, c) bridging the communication gap between Student Wellbeing, lecturers and students. The changes in funding to the Disabled Students’ Allowance came into force during 2016 which has consequently reduced or removed support for students who have disclosed a disability. Due to such changes, it will be even more important for universities to support the training of students, lecturers and support staff in creating and maintaining more inclusive environments in the future.

COIMBRA, Fernanda Cristina Correa Lima. Aluno com deficiência visual: perspectivas de educação profissional inclusiva na história e na memória do Instituto Federal do Pará - Campus Belém de 2009 a 2012. 2012. 116f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-20T18:34:38Z No. of bitstreams: 1 2012-DIS-FCCLCOIMBRA.pdf: 1641623 bytes, checksum: 3a5b5d61a285e7a08a8c157f84762a2b (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-20T19:01:36Z (GMT) No. of bitstreams: 1 2012-DIS-FCCLCOIMBRA.pdf: 1641623 bytes, checksum: 3a5b5d61a285e7a08a8c157f84762a2b (MD5) / Made available in DSpace on 2014-02-20T19:01:36Z (GMT). No. of bitstreams: 1 2012-DIS-FCCLCOIMBRA.pdf: 1641623 bytes, checksum: 3a5b5d61a285e7a08a8c157f84762a2b (MD5) Previous issue date: 2012 / This study has the purpose to understand the integration process of people with visual disabilities (PWD) in the context of the Inclusive Professional Education perspective, in one of the teaching units at the Federal Institute of Education, Science and Technology of Pará (IFPA), during the training level of the Integrated Technical High School in the period from 2009 to 2012. The difficulties of studying everyday social events in your present moment, are amplified when we are part of the experience, even considering the care and separation required by the academic rigor and the scientific research on this issue. However, in the discussions of this work, contemporary approaches as: the relationship between social and academic inclusion and the professional education in the Federal Institutes (FIs) are necessary for better understanding of the practices of inclusion for people with disabilities in educational settings focused on technical training today. Therefore, data were collected relevant to the issue in the largest and oldest professional education unit of the IFPA, the Campus Belém, revealing, with greater depth, the analysis of a four-year school life of a student with visual disabilities, in his technical training, highlighting some landmarks of the institution, including the advent of the Federal Law 9.394/1996 (LDB). The study is characterized by an exploratory research approach, which is used in combination with the life history of the student and the case study, like basic research strategies which, in its turn, fit into the theoretical-methodological context of History and Memory of Education. The mainly data collection instrument was the interview, conducted with the use of half-structured questions, document analysis and participant observation in the sources, many of them oral sources - reports of a student with DV - were analyzed in an articulate manner. Besides the theoretical base, grounded in authors like Tompson, Vasconcelos, Sassaki, Caiado, Saviane, Manfred, Ciavatta, Mols, Laville and Dione, and others, the analysis and systematization of the data were performed by electing the more applicants analytical categories to the report sources in relation to the IFPA’s pedagogic practices in the visual integration of PCD, such as the specialized educational services, teacher training and the organization and management of the educational environment, among others. The results indicate that the conditions existing in the educational practices of GCBEL / IFPA are situated in relationship of the educational services subdued PWD which features in a identity character, and still predominant, marked by a transitional movement between the practices of ideological reasoning Integration and other Inclusion of education, and this prevalence is evident, among others, the idea that access to and retention of PCD in regular classes is a prerogative of those considered most adapted in this characterization of this student, or that it must adapt to school and not vice-versa, and that even with limited progress, educational practices, from the perspective of a professional education inclusive, need to be (re)structured as a systemic mode by the entire educational community and society, so that one can really guarantee the right education for all, not just for the PCD. / O presente trabalho tem como propósito compreender o processo de inserção da pessoa com deficiência (PcD) visual no contexto da pespectiva de Educação Profissional Inclusiva em uma das unidades de ensino do Instituto Federal de Educação, Educação, Ciência e Tecnologia do Pará (IFPA), durante a formação profissional de nivel Técnico integrado ao Ensino médio no periodo de 2009 a 2012. As dificuldades de se estudar os eventos sociais cotidianos, em seu momento presente, são amplificados quando fazemos parte da experiência, mesmo considerando o cuidado e a separação exigidos pelo rigor acadêmico e a pesquisa científica sobre a questão. Entretanto, nas discussões deste trabalho, as abordagens contemporâneas como: a relação entre inclusão socual e escolar e a educação profissional nos Institutos Federais (IFs) são necessárias para a melhor compreensão das práticas de inserção da pessoa com deficiência em ambientes educacionais voltados para a formação profissional técnica na atualidade. Para tanto, foram levantados dados pertinentes à questão na maior e mais antiga unidade de educação profissional do IFPA, o Campus Belém, revelando, com maior aprofundamento, a análise de um período de quatro anos da vida escolar de um estudante com deficiência visual, em sua formação profissional técnica, ressaltando alguns marcos históricos da instituição, dentre eles o advento da Lei Federal 9.394/1996 (LDB). O estudo é caracterizado como uma pesquisa de abordagem exploratória, na qual utilizei de forma combinada a história de vida do aluno e o estudo de caso, como estratégias básicas de investigação que, por sua vez, inserem-se no contexto teorico-metodológico da História e da Memória da Educação. A coleta de dados teve como principal instrumento a entrevista realizada com uso de perguntas semiestruturadas, a análise de documentos e a observação participante em que as fontes, principalmente oral – relatos de um aluno com DV – foram analisadas de modo articulado. Além do aporte téorico embasado em autores como Tompson, Vasconcelos, Sassaki, Caiado, Saviane, Manfred, Ciavatta, Mols, Laville e Dione, dentre outros, a análise e sistematização dos dados foram realizados através de eleição de categorias analíticas mais recorrentes ao relato das fontes em relação às práticas pedagógias do IFPA sobre a inserção da PcD visual, tais como: o atendimento educacional especializado, a formação de professores e a organização e gestão do ambiente educaional, entre outros. Os resultados indicam que as condições existentes nas práticas educativas do CBel/IFPA situam-se numa relação subjulgada de atendimento educacional às PcD que apresenta um carater identitário, ainda e predominante, marcado por um movimento transitório entre as práticas de fundamentação ideológica da Integração e outras da Inclusão educacional, sendo que fica evidente a prevalência, entre outras, da ideia de que o acesso e a permanência de PcD à escolartização em turmas regulares é prerrogativa àqueles considerados mais aptos entre esta tipificação de aluno, ou que o mesmo deve se adaptar a escola e não o contrário, e que mesmo com relativos avanços, as práticas educativas, na perspectiva de uma educação profissional inclusiva, necessitam ser (re)estruturadas de modo sistemico por parte de toda a comunidade educacional e a sociedade para que se possa realmente garantir o direito de educação para todos, não apenas para a PcD.

This work is inserted into the line of research in Special Education of the Master‟s Degree in Education of the Graduate Program in the Federal University of Santa Maria. It was based on experiences in public schools, where students with learning disorders are present in a significant number and, considering the delimitation of students referred to Special Education by the National Policy of Special Education in the Perspective of Inclusive Education in 2008, are no longer part of the pedagogic assistance by Special Education teachers. The focus of this study was to analyze how the assistance of students with learning disabilities is happening, from the perspective of teachers. The research was characterized as qualitative and descriptive and used semi-structured interviews with eight Special Education teachers of municipal schools of Santa Maria and an enclosed questionnaire with the manager responsible for the area within the Municipal Education in Santa Maria, as instruments to collect data. For interpretation and assessment of the data, the technique of content analysis of Bardin (2008) was used. As a result, the research has shown that students with learning disabilities remain in regular classrooms at school. Some are assisted in the school environment by the Special Education teacher, but most are referred to care services outside the school, exempting the school from the responsibility of students not being able to learn. It also showed that Special Education is not being seen by teachers as an epistemological field of knowledge but as a service, a support, a modality. And finally, it‟s highlighted the importance of continuity in discussions of Special Education and Inclusive Education, especially when considering the design of synonymy in which both have been addressed, which should not occur in both the teachers' speech and theoretical references and, therefore, being imperative to deepen and clarify the differences pertaining to each area of knowledge and pedagogical action. / A pesquisa se insere na linha de pesquisa em Educação Especial do curso de Mestrado em Educação do Programa de Pós-Graduação da Universidade Federal de Santa Maria. Constituiu-se a partir de vivências em escolas públicas, onde alunos com transtornos de aprendizagem se apresentam em um número bastante significativo e, considerando a delimitação do alunado da Educação Especial prevista pela Política Nacional da Educação Especial na Perspectiva da Educação Inclusiva de 2008, não fazem mais parte do atendimento pedagógico por professores de Educação Especial. O foco deste estudo foi analisar como está acontecendo o atendimento dos alunos com transtornos de aprendizagem na visão dos professores. A pesquisa caracterizou-se como qualitativa descritiva e contou com instrumento para coleta de dados de uma entrevista semiestruturada com oito professores de Educação Especial da rede municipal de ensino de Santa Maria e um questionário fechado com o gestor responsável por esta área na Secretaria Municipal de Educação de Santa Maria. Para interpretação e apreciação dos dados, utilizou-se a Técnica de Análise de Conteúdo de Bardin (2008). Como resultados, a pesquisa mostrou que alunos com transtornos de aprendizagem permanecem nas salas de aula do ensino comum das escolas. Alguns são atendidos no ambiente escolar pelo professor de Educação Especial, mas a maioria é encaminhada a serviços de atendimento externos à escola, fazendo com que esta se exima da responsabilidade sobre a não aprendizagem de seus alunos. Também se evidenciou que a Educação Especial não está sendo vista pelos professores como um campo epistemológico do saber e sim como um serviço, um apoio, uma modalidade. Por fim, destaca-se a importância da continuidade nas discussões acerca da Educação Especial e da Educação Inclusiva, principalmente ao se considerar a concepção de sinonímia em que ambas vêm sendo abordadas, fato que tanto na fala dos professores como nas referências teóricas não deveria acontecer tornando, portanto, imprescindível o aprofundamento e o esclarecimento das diferenças atinentes a cada área de saber e à ação pedagógica.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-02-17T13:06:47Z No. of bitstreams: 1 arquivototal.pdf: 1647736 bytes, checksum: 65f9814ce193fab40024fcd2d9c392e3 (MD5) / Made available in DSpace on 2016-02-17T13:06:47Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1647736 bytes, checksum: 65f9814ce193fab40024fcd2d9c392e3 (MD5) Previous issue date: 2015-06-30 / Religious Education, regulated by Law 9.475/97, as an integral part of the basic education of citizens is a privileged locus for promotion of cultural recognition and assumption of people belonging to minorities, among them people with disabilities, because they present a long-term impairment of physical, intellectual or sensory nature, they are more susceptible to situations of exclusion. Thus, this research has as main objective to investigate the importance of the religious education teacher in special/inclusive education, from the perspective of human rights, in order to strengthen the inclusion process of students with disabilities in school. And the following objectives: contextualize the phenomenon of exclusion/inclusion of persons with disabilities in the mythical and historical time, and the exclusion is evidenced most visibly over time in socioeconomic, religious and education of such persons; present guiding documents aimed at inclusive education, religious education and human rights at the international and national level, seeking dialogue with these three areas of knowledge aiming at the reasoning of including students with disabilities in school; and outline the necessary knowledge for inclusive teaching from the perspective of human rights, with a religious education teacher profile reasoned from the Pedagogy of Autonomy. The dissertation was structured containing an introduction - Through the windows of the soul: resignifying looks! - Three chapters: (1) a glance at the time: the journey between exclusion and inclusion of people with disabilities to stand as a subject of rights; (2) a cutout on the look religious education: leaving the exclusion of proselytizing for the visibility of minorities! (3) The training of religious education teachers from the perspective of human rights: expanding the focus of the look; and the final considerations: a new look on the inclusion of disabled students in school. This study was conducted with a methodological approach as a theoretical-methodological documental and bibliographic research on special/inclusive education, religious education and human rights, always seeking to promote the interface between knowledge, and diversity as a guiding principle. Authors such as Santiago (2011), Silva (2009), Freire (1996; 2002), Holmes (2010), Souza (2013), Escarião (2009; 2013), Frankl (1991), Martins (1997) Junqueira (2009; 2011) Passos (2007) Gonsalves (2012; 2015a; 2015b) and others contributed to the theoretical framework.Because Religious Education has its National Curriculum Parameters - PCNER's grounded on the principles of citizenship, respect for diversity, tolerance in understanding the other and the relationship of human beings in their quest for the transcendent and within an epistemological and pedagogical vision to stand against situations of prejudice and intolerance, it becomes an appropriate curricular component to bring up issues related to inclusive education, since this also features respect for diversity as one of its guiding principle.The relevance of this research is to provoke reflections on the specific role that the teacher of Religious Education can play as a facilitator of inclusive education regarding the inclusion of students with disabilities in an open and pluralistic school, geared towards ensuring not only access for all students but to successfully remain in school. / O Ensino Religioso normatizado pela Lei 9.475/97, enquanto parte integrante da formação básica do cidadão é um lócus privilegiado para promoção do reconhecimento e assunção cultural das pessoas pertencentes às minorias, dentre elas, as pessoas com deficiência que, por apresentarem algum impedimento de longo prazo de natureza física, intelectual ou sensorial, são mais suscetíveis às situações de exclusão. Destarte, esta pesquisa tem como objetivo geral investigar a importância da formação do professor do ensino religioso em educação especial/inclusiva na perspectiva dos direitos humanos com vistas a fortalecer o processo de inclusão de alunos com deficiência na escola. Como objetivos específicos: Contextualizar o fenômeno da exclusão/inclusão da pessoa com deficiência no tempo mítico e histórico e de como a exclusão se evidencia de forma mais visível ao longo do tempo nos aspectos socioeconômicos, religiosos e educacionais dessas pessoas; apresentar documentos norteadores voltados à educação inclusiva, ensino religioso e direitos humanos em âmbito internacional e nacional, procurando dialogar com essas três áreas de conhecimento com vistas à fundamentação da inclusão do aluno com deficiência na escola e enunciar os saberes necessários para uma docência inclusiva na perspectiva dos direitos humanos, apresentando um perfil do professor do Ensino Religioso fundamentado a partir da Pedagogia da Autonomia. A dissertação foi estruturada contendo uma introdução - Através das janelas da alma: ressignificando olhares! - três capítulos: Um olhar sobre o tempo: o percurso entre a exclusão e a inclusão da pessoa com deficiência para se situar enquanto sujeito de direitos; um recorte no olhar para o ensino religioso: saindo da exclusão do proselitismo para a visibilização das minorias! A formação do professor do ensino religioso na perspectiva dos direitos humanos: ampliando o foco do olhar; e as considerações finais: um novo olhar sobre a inclusão do aluno com deficiência na escola. Este estudo foi realizado tendo como abordagem metodológica uma Pesquisa teórico-metodológica documental e bibliográfica sobre educação especial/inclusiva, ensino religioso e Direitos Humanos, procurando sempre promover a interface entre os saberes, tendo a diversidade como eixo norteador Autores como Santiago (2011), Silva (2009), Freire (1996; 2002), Holmes (2010), Souza (2013), Escarião (2009; 2013), Frankl (1991), Martins (1997) Junqueira (2009; 2011) Passos (2007) Gonsalves (2012; 2015a; 2015b) e outros contribuíram com o aporte teórico. Pelo fato do ER ter seus Parâmetros Curriculares Nacionais - PCNER´s alicerçados nos princípios de cidadania, respeito à diversidade, tolerância no entendimento do outro e na relação do ser humano em sua busca pelo transcendente e dentro de uma visão epistemológica e pedagógica se posicionar contra situações de preconceito e intolerância, torna-se um componente curricular apropriado para trazer à tona questões pertinentes à educação inclusiva, uma vez que esta também possui o respeito à diversidade como um dos seus princípio norteadores. A relevância dessa pesquisa consiste em provocar reflexões sobre o papel concreto que o professor do Ensino Religioso pode desempenhar enquanto facilitador da educação inclusiva no tocante à inclusão de alunos com deficiência numa escola aberta e plural, voltada para garantir não somente o acesso de todos os alunos, mas a permanência com sucesso no ambiente escolar.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O presente trabalho tem como propÃsito compreender o processo de inserÃÃo da pessoa com deficiÃncia (PcD) visual no contexto da pespectiva de EducaÃÃo Profissional Inclusiva em uma das unidades de ensino do Instituto Federal de EducaÃÃo, EducaÃÃo, CiÃncia e Tecnologia do Parà (IFPA), durante a formaÃÃo profissional de nivel TÃcnico integrado ao Ensino mÃdio no periodo de 2009 a 2012. As dificuldades de se estudar os eventos sociais cotidianos, em seu momento presente, sÃo amplificados quando fazemos parte da experiÃncia, mesmo considerando o cuidado e a separaÃÃo exigidos pelo rigor acadÃmico e a pesquisa cientÃfica sobre a questÃo. Entretanto, nas discussÃes deste trabalho, as abordagens contemporÃneas como: a relaÃÃo entre inclusÃo socual e escolar e a educaÃÃo profissional nos Institutos Federais (IFs) sÃo necessÃrias para a melhor compreensÃo das prÃticas de inserÃÃo da pessoa com deficiÃncia em ambientes educacionais voltados para a formaÃÃo profissional tÃcnica na atualidade. Para tanto, foram levantados dados pertinentes à questÃo na maior e mais antiga unidade de educaÃÃo profissional do IFPA, o Campus BelÃm, revelando, com maior aprofundamento, a anÃlise de um perÃodo de quatro anos da vida escolar de um estudante com deficiÃncia visual, em sua formaÃÃo profissional tÃcnica, ressaltando alguns marcos histÃricos da instituiÃÃo, dentre eles o advento da Lei Federal 9.394/1996 (LDB). O estudo à caracterizado como uma pesquisa de abordagem exploratÃria, na qual utilizei de forma combinada a histÃria de vida do aluno e o estudo de caso, como estratÃgias bÃsicas de investigaÃÃo que, por sua vez, inserem-se no contexto teorico-metodolÃgico da HistÃria e da MemÃria da EducaÃÃo. A coleta de dados teve como principal instrumento a entrevista realizada com uso de perguntas semiestruturadas, a anÃlise de documentos e a observaÃÃo participante em que as fontes, principalmente oral â relatos de um aluno com DV â foram analisadas de modo articulado. AlÃm do aporte tÃorico embasado em autores como Tompson, Vasconcelos, Sassaki, Caiado, Saviane, Manfred, Ciavatta, Mols, Laville e Dione, dentre outros, a anÃlise e sistematizaÃÃo dos dados foram realizados atravÃs de eleiÃÃo de categorias analÃticas mais recorrentes ao relato das fontes em relaÃÃo Ãs prÃticas pedagÃgias do IFPA sobre a inserÃÃo da PcD visual, tais como: o atendimento educacional especializado, a formaÃÃo de professores e a organizaÃÃo e gestÃo do ambiente educaional, entre outros. Os resultados indicam que as condiÃÃes existentes nas prÃticas educativas do CBel/IFPA situam-se numa relaÃÃo subjulgada de atendimento educacional Ãs PcD que apresenta um carater identitÃrio, ainda e predominante, marcado por um movimento transitÃrio entre as prÃticas de fundamentaÃÃo ideolÃgica da IntegraÃÃo e outras da InclusÃo educacional, sendo que fica evidente a prevalÃncia, entre outras, da ideia de que o acesso e a permanÃncia de PcD à escolartizaÃÃo em turmas regulares à prerrogativa Ãqueles considerados mais aptos entre esta tipificaÃÃo de aluno, ou que o mesmo deve se adaptar a escola e nÃo o contrÃrio, e que mesmo com relativos avanÃos, as prÃticas educativas, na perspectiva de uma educaÃÃo profissional inclusiva, necessitam ser (re)estruturadas de modo sistemico por parte de toda a comunidade educacional e a sociedade para que se possa realmente garantir o direito de educaÃÃo para todos, nÃo apenas para a PcD. / This study has the purpose to understand the integration process of people with visual disabilities (PWD) in the context of the Inclusive Professional Education perspective, in one of the teaching units at the Federal Institute of Education, Science and Technology of Parà (IFPA), during the training level of the Integrated Technical High School in the period from 2009 to 2012. The difficulties of studying everyday social events in your present moment, are amplified when we are part of the experience, even considering the care and separation required by the academic rigor and the scientific research on this issue. However, in the discussions of this work, contemporary approaches as: the relationship between social and academic inclusion and the professional education in the Federal Institutes (FIs) are necessary for better understanding of the practices of inclusion for people with disabilities in educational settings focused on technical training today. Therefore, data were collected relevant to the issue in the largest and oldest professional education unit of the IFPA, the Campus BelÃm, revealing, with greater depth, the analysis of a four-year school life of a student with visual disabilities, in his technical training, highlighting some landmarks of the institution, including the advent of the Federal Law 9.394/1996 (LDB). The study is characterized by an exploratory research approach, which is used in combination with the life history of the student and the case study, like basic research strategies which, in its turn, fit into the theoretical-methodological context of History and Memory of Education. The mainly data collection instrument was the interview, conducted with the use of half-structured questions, document analysis and participant observation in the sources, many of them oral sources - reports of a student with DV - were analyzed in an articulate manner. Besides the theoretical base, grounded in authors like Tompson, Vasconcelos, Sassaki, Caiado, Saviane, Manfred, Ciavatta, Mols, Laville and Dione, and others, the analysis and systematization of the data were performed by electing the more applicants analytical categories to the report sources in relation to the IFPAâs pedagogic practices in the visual integration of PCD, such as the specialized educational services, teacher training and the organization and management of the educational environment, among others. The results indicate that the conditions existing in the educational practices of GCBEL / IFPA are situated in relationship of the educational services subdued PWD which features in a identity character, and still predominant, marked by a transitional movement between the practices of ideological reasoning Integration and other Inclusion of education, and this prevalence is evident, among others, the idea that access to and retention of PCD in regular classes is a prerogative of those considered most adapted in this characterization of this student, or that it must adapt to school and not vice-versa, and that even with limited progress, educational practices, from the perspective of a professional education inclusive, need to be (re)structured as a systemic mode by the entire educational community and society, so that one can really guarantee the right education for all, not just for the PCD.

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-07-13T18:14:13Z No. of bitstreams: 2 Dissertação - Lis Borges Rodrigues - 2015.pdf: 14211781 bytes, checksum: c9dc2495588db03ffe6371a1926a68f1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-07-14T13:50:07Z (GMT) No. of bitstreams: 2 Dissertação - Lis Borges Rodrigues - 2015.pdf: 14211781 bytes, checksum: c9dc2495588db03ffe6371a1926a68f1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-07-14T13:50:07Z (GMT). No. of bitstreams: 2 Dissertação - Lis Borges Rodrigues - 2015.pdf: 14211781 bytes, checksum: c9dc2495588db03ffe6371a1926a68f1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-06-22 / By acting in the pedagogical coordination and follow up the difficulties presented by some teachers to teach mathematical concepts to adult learners, especially those with intellectual disabilities, the Elementary School entered in the Youth and Adult Education, became interested in investigating: How calculator is sets as an Assistive Technology for numeracy teaching for students with Intellectual Disabilities in Elementary Education of EJA and what are the possible impacts of using these technologies in the learning of these students? From that context began the research that is object is numeracy teaching for students with intellectual disabilities through the use of the calculator as an Assistive Technology feature. This question gave rise to this work, carried out through a qualitative research, the method is a method of educational intervention research, whose main objective is to develop a proposal for a pedagogical intervention with the use of Assistive Technology. It was used as a theoretical contribution of authors who address and discuss topics: Mathematics Education, Youth and Adult Education, Inclusive Education and Intellectual Disability whose understandings and theoretical concepts run counter to established to carry out this work. Some authors have referred to us were Freire (1987), D'Ambrósio (1990); Fonseca (2012); Ponte (1989; 1992; 2014); Vygotsky (1994, 2001, 2004, 2014); Moysés (2012); Machado (2013); Mantoan (2003, 2006a; 2006b); Vargas; Maia (2011); Paulon; Freitas; Pinho (2005) and Vasconcellos (1995). Mediation has emerged based on theoretical assumptions and Vygotsky through speeches and records of educators and students, divided into two subcategories: pedagogical mediations and the use of the calculator articulated to other mediators resources, which helped to unveil the initial research problem and objectives, directing the search for possible answers. The result of the analysis allowed us to assess that the objectives regarding the use of the calculator as an assistive technology resource, were included as contributed to the students could have more independence and autonomy in school activities involving mathematical concepts, offered new possibilities for learning and generated results for the students that went beyond the school walls. / Ao atuar na coordenação pedagógica e acompanhar as dificuldades apresentadas por algumas professoras em ensinar os conceitos matemáticos aos alunos adolescentes, jovens e adultos do Ensino Fundamental, principalmente os com deficiência intelectual, matriculados na Educação de Jovens e Adultos, surgiu o interesse em investigar: De que modo a calculadora se configura como um recurso de Tecnologia Assistiva para o ensino da aritmética para alunos com Deficiência Intelectual no Ensino Fundamental da EJA e quais os resultados do uso desse na aprendizagem desses alunos? A partir desse contexto, iniciou-se a pesquisa cujo objeto é o ensino da aritmética para alunos com Deficiência Intelectual por meio do uso da calculadora como um recurso de Tecnologia Assistiva. O trabalho foi realizado por meio do método de pesquisa de intervenção pedagógico-investigativa, cujo objetivo principal é analisar a aplicação de uma proposta de intervenção pedagógica, com o uso da calculadora como recurso de Tecnologia Assistiva, no ensino de aritmética para os alunos com Deficiência Intelectual matriculados na EJA. Para isto, buscou-se desenvolver uma intervenção pedagógica e, de modo sistematizado, valer-se de métodos e recursos da pesquisa qualitativa para dar ao objeto investigado um tratamento científico. O pensamento reflexivocientífico, implementado no contexto da pesquisa, focalizou temas relacionados à Educação Matemática, Educação de Jovens e Adultos, Educação Inclusiva e Deficiência Intelectual, cujas compreensões e concepções teóricas são baseadas nas ideias de Freire (1987), D‟Ambrósio (1990); Fonseca (2012); Ponte (1989;1992;2014); Vygotsky (1994, 2001, 2014) Moysés (2012); Machado (2013); Mantoan (2003, 2006a; 2006b); Vargas; Maia (2011); Bersch (2006, 2013) e Vasconcellos (1995). A categoria principal de análise foi a Mediação que emergiu das leituras dos pressupostos teóricos de Vygotsky e por meio das falas e registros dos educadores e dos educandos. Esta categoria dividiu-se em duas subcategorias: mediações pedagógicas e o uso da calculadora articulado a outros recursos mediadores, que auxiliaram a desvelar o problema inicial da pesquisa e seus objetivos, encaminhando a busca por possíveis respostas. O resultado da análise nos permitiu avaliar que os objetivos da pesquisa foram contemplados. A utilização da calculadora como recurso de Tecnologia Assistiva contribuiu para que os educandos pudessem ter maior independência e autonomia nas atividades escolares, envolvendo os conceitos matemáticos e ofereceu novas possibilidades de aprendizagem, gerando resultados que extrapolaram os muros da escola.

The topic of this diploma thesis is the development of the policy of inclusive education in the Czech Republic from the 1990s to 2018. Its objective is to describe this development and at least partially clarify the reasons for the controversy created by this policy and the increase in the public interest about this topic after the amendment of the education law in 2015. Using the process tracing method, it is testing if these reasons can be described by the theory of the advocacy coalition framework. The work finds out that considering the set hypotheses the explanation using this theory cannot be disproved. During this testing, main actors are identified and divided into advocacy coalitions. Therefore, an overview of the theory of advocacy coalition framework is included in this work, set in the context of the inclusive education policy, together with a quantitative media analysis looking at the number of relevant articles in the three most-read newspapers, a description of the interviews with the involved actors and an extensive qualitative analysis of available resources. In the last part of this work, there is an attempt to suggest measures that could at least partially calm down the discussion about the current inclusive education policy. The attachment to this work includes the scenario...

Le contexte social actuel se modifie du fait de la prise en compte de la « situation de handicap » qui implique des aménagements pour développer l’accessibilité, des diversités culturelles et linguistiques liées à l’immigration importante et des technologies de la communication et de l’information. Ces transformations sociales exercent une influence sur l’école et, de ce fait, sur le métier d’enseignant pour lequel de nouveaux référentiels de compétences sont élaborés. Ces référentiels appellent les enseignants à adapter leur pédagogie, à travailler en partenariat et à adapter leur posture pour répondre aux situations singulières qu’ils peuvent rencontrer et développer une éducation inclusive. L’éducation inclusive définie comme un « processus en mouvement » (Bélanger et Duchesne, 2011; Booth et al., 2000) pointe le caractère incontournable de la formation continue pour sa mise en œuvre actualisée et concrète (P. Tremblay, 2012). La formation continue est un des leviers reconnus pour développer cette dynamique et ces nouveaux contextes impliquent une refonte de la formation initiale et de la formation continue des enseignants (Baillat et al., 2010; Maulini et al., 2017). Dans ces formations, c’est la compétence qui est visée, c’est-à-dire l’action des enseignants dans leurs établissements scolaires. Dans cette étude, l’accent est mis sur la formation continue des enseignants missionnés pour mettre en œuvre l’éducation inclusive. En France, ces enseignants sont appelés « enseignants spécialisés ». Ces enseignants ont une formation initiale en enseignement ordinaire et une formation continue certificative spécifique à l’inclusion qui complète cette formation. Or, en France, les offres de formation continue peinent à créer les conditions favorables au développement de l’éducation inclusive (Lair, 2013). Plusieurs facteurs peuvent contribuer à expliquer ce problème, dont ceux liés aux enseignants eux-mêmes tels que leurs postures face à la diversité des élèves (P. Tremblay, 2020), ou ceux liés à l’organisation du plan de formation et par exemple le manque de possibilité d’être remplacé sur leur poste durant le temps de la formation (Guibert et Troger, 2012; Leblanc, 2007; Paris, 2021), ou encore ceux liés au contexte de formation par exemple la situation paradoxale que constitue développer l’éducation inclusive, mais dans le même temps constituer des dossiers qui, implicitement, excluent ces élèves (Trépanier, 2019). Dans un tel contexte, la question de recherche qui a été posée est la suivante : quels types de formation continue permettraient aux enseignants spécialisés de développer leurs compétences pour mettre en œuvre une éducation inclusive en France? Les recherches dans le domaine montrent une variété de types de formation qui sont mis en œuvre en formation continue, dont les ateliers, l’autoformation, la co-formation, la formation par la recherche. Or, les recherches actuelles ne répondent que partiellement à la question de la recherche en ne donnant pas le point de vue des enseignants. Le point de vue des enseignants est important, car ils expriment ainsi, de façon concrète, leur façon de mettre en œuvre leurs pratiques professionnelles inclusives (Barth, 2008; Beckers, 2008; Gilham et Tompkins, 2016; Maubant, 2004; Vergnaud, 2011; Vidal-Gomel et Rogalski, 2007). Afin de répondre à cette question, deux objectifs ont été poursuivis. À partir des dires des enseignants, 1) identifier des catégories d’attributs de situations-exemples réussies d’éducation inclusive ; 2) identifier des catégories d’attributs de formation continue pour développer leurs compétences à mettre en œuvre une éducation inclusive. L’« éducation inclusive » et la « formation continue pour développer leurs compétences à mettre en œuvre une éducation inclusive» sont considérées comme des concepts dont il faut rechercher les attributs. Sur le plan méthodologique, la présente recherche est qualitative. Elle s’intéresse à l’expérience vécue par les participants dans leur contexte d’enseignement réel (Van Der Maren, 2006). Pour cela, nous avons eu recours au questionnaire socio-démographique qui a permis de mieux prendre en compte le contexte professionnel des participants pour mener l’entretien semi-dirigé. Les participants à cette étude ont été huit enseignants spécialisés réputés performants par leur direction. Ces enseignants travaillaient dans un contexte de scolarisation d’élèves rencontrant des difficultés scolaires graves et durables ou persistantes, ou d’élèves en situation de handicap ou d’élèves en milieu carcéral. Les données ont été collectées par l’intermédiaire de questionnaires socio-démographiques et d’entretiens semi-dirigés. La démarche de collecte et d’analyse des données des entretiens semi-dirigés mise en œuvre pour répondre aux objectifs repose sur l’approche de la conceptualisation issue des travaux de recherche de Barth (1993, 2005, 2013, 2015). L’atteinte de ces objectifs a été rendue possible par le recueil et l’analyse d’exemples et de contre-exemples des deux concepts de « éducation inclusive » et de « formation continue pour développer leurs compétences pour œuvrer une éducation inclusive ». Ainsi, à partir d’expériences vécues des huit enseignants, celles-ci ont été comparées pour chercher ce qu’elles ont en commun afin de déterminer les attributs essentiels des deux concepts en construction (Barth, 1993, 2005, 2013). Les résultats de recherche sont cohérents entre les sous-groupes de participants. En réponse au premier objectif de l’étude, les résultats ont montré à propos du concept de l’éducation inclusive que les huit enseignants ont traité des trois attributs, « analyser et ajuster des lieux de scolarisation » (attribut 1), « analyser et ajuster l’enseignement et le soutien » (attribut 2) et « favoriser le plein épanouissement de chaque individu » (attribut 3). Ils constituent donc une base de ce que les enseignants ont désigné comme situation réussie d’éducation inclusive. Des distinctions apparaissent entre les trois contextes de scolarisation des élèves, par exemple en ce qui concerne « le soutien aux équipes/enseignants » qui est relevé comme essentiel pour deux groupes sur trois, ou encore « l’opportunité de se faire des amis en classe/à l’école » qui est relevé non essentiel pour deux groupes et absent pour le troisième groupe. En réponse au deuxième objectif de l’étude, les résultats concernant le concept de la formation continue ont montré que tous les participants ont eu recours à des « moyens » divers (attribut 1) tels que les ateliers, la co-formation, l’autoformation, la formation par la recherche. Ces « moyens » avaient pour but de « favoriser la capacité à acquérir des connaissances à analyser et à ajuster des pratiques » (attribut 2) et à « adapter sa posture » (attribut 3). L’ensemble prend en compte le « caractère évolutif de la compétence » (attribut 4). Des distinctions apparaissent entre les trois contextes de scolarisation des élèves, par exemple en ce qui concerne « se co-former » ou encore « partager une vision ambitieuse de l’éducation inclusive » qui sont tous les deux relevés comme essentiels pour un groupe, non essentiels pour un deuxième groupe et absents pour le troisième groupe. La discussion permet de faire ressortir la cohérence entre les réponses des participants concernant les concepts « éducation inclusive » et « formation continue pertinente pour développer l’éducation inclusive », mais aussi le paradoxe, la contradiction entre leur posture « spécialisée », les prescriptions et les difficultés d’acculturation à l’éducation inclusive relevée lorsque les participants expliquent que l’inclusion se fait sur la base du volontariat des enseignants réguliers. En conclusion, cette thèse qualitative a comme apports principaux d’avoir donné la parole à des enseignants mandatés pour mettre en œuvre l’éducation inclusive en France et d’avoir mis en œuvre une démarche de conceptualisation en tant que méthode de recherche qui permet de recueillir des données et de les analyser en prenant en compte la représentation que des participants ont de certaines situations, en analysant leur parole. En effet, derrière les mots qui définissent une éducation inclusive et une formation continue pertinente, cette approche a permis d’identifier la compétence en action et de ce fait ce qui est en mouvement dans le processus d’éducation inclusive. Elle a par ailleurs permis d’envisager des critères de formation continue pour développer les compétences à mettre en œuvre une éducation inclusive en se basant sur les compétences en action. Au moment où les systèmes éducatifs orientent leur mission vers l’éducation inclusive, cette étude ouvre la porte à d’autres recherches qui pourront approfondir les représentations que les enseignants missionnés (spécialisés ou non) entretiennent au regard de l’éducation inclusive et des types de formation qui les soutiennent dans leur mission. Les trois contextes étudiés montrent aussi l’importance d’approfondir leurs spécificités dans des recherches lorsqu’il est question d’aborder les questions d’éducation inclusive et de formation continue des enseignants. / The current social context is changing due to the consideration of the “disability situation” which involves arrangements to develop accessibility, cultural and linguistic diversity linked to significant immigration and communication and information technologies. These social transformations have an influence on the school and, therefore, on the teaching profession for which new skills repositories are developed. These repositories call on teachers to adapt their pedagogy, to work in partnership and to adapt their posture to respond to the unique situations they may encounter and to develop inclusive education. Inclusive education defined as a “moving process” (Bélanger and Duchesne, 2011; Booth et al., 2000) highlights the essential nature of continuing education for its updated and concrete implementation (P. Tremblay, 2012). Continuing training is one of the levers recognized for developing this dynamic and these new contexts imply an overhaul of the initial training and continuing training of teachers (Baillat et al., 2010; Maulini et al., 2017). In these training courses, it is competence that is targeted, that is to say the action of teachers in their schools. In this study, the emphasis is placed on the continuing training of teachers assigned to implement inclusive education. In France, these teachers are called “specialized teachers”. These teachers have initial training in mainstream education and continuing certification training specific to inclusion which completes this training. However, in France, continuing education offerings struggle to create favorable conditions for the development of inclusive education (Lair, 2013). Several factors can contribute to explaining this problem, including those linked to the teachers themselves such as their attitudes towards the diversity of students (P. Tremblay, 2020), or those linked to the organization of the training plan and for example the lack of a possibility to be replaced in their position during the training period (Guibert and Troger, 2012; Leblanc, 2007; Paris, 2021), or even those linked to the training context for example the paradoxical situation that constitutes developing inclusive education but at the same time create files which, implicitly, exclude these students (Trépanier, 2019). In such a context, the research question that was asked is the following: what types of continuing training would allow specialist teachers to develop their skills to implement inclusive education in France? Research in the field shows a variety of types of training that are implemented in continuing education, including workshops, self-study, co-training, and research training. However, current research only partially answers the research question by not giving the teachers' point of view. The point of view of teachers is important because they express, in a concrete way, their way of implementing their inclusive professional practices (Barth, 2008; Beckers, 2008; Gilham and Tompkins, 2016; Maubant, 2004; Vergnaud, 2011; Vidal-Gomel and Rogalski, 2007) In order to answer this question, two objectives were pursued. Based on what teachers say, 1) identify categories of attributes of successful example situations of inclusive education; 2) identify categories of continuing training attributes to develop their skills in implementing inclusive education. “Inclusive education” and “continuing training to develop their skills to implement inclusive education” are considered concepts whose attributes must be sought. Methodologically, this research is qualitative. It is interested in the experience lived by the participants in their real teaching context (Van Der Maren, 2006). To do this, we used the socio-demographic questionnaire which made it possible to better take into account the professional context of the participants to conduct the semi-structured interview. The participants in this study were eight specialist teachers deemed successful by their management. These teachers worked in a context of educating students experiencing serious and lasting or persistent academic difficulties, or students with disabilities or students in a prison environment. Data were collected via socio-demographic questionnaires and semi-structured interviews. The approach to collecting and analyzing data from semi-structured interviews implemented to meet the objectives is based on the conceptualization approach taken from the research work of Barth (1993, 2005, 2013, 2015). Achieving these objectives were made possible by the collection and analysis of examples and counter-examples of the two concepts of “inclusive education” and “continuing training to develop their skills to implement inclusive education.” Thus, based on the lived experiences of the eight teachers, these were compared to look for what they have in common in order to determine the essential attributes of the two concepts under construction (Barth, 1993, 2005, 2013). The research findings are consistent across subgroups of participants. In response to the first objective of the study, the results showed regarding the concept of inclusive education that the eight teachers dealt with the three attributes, "analyze and adjust places of schooling" (attribute 1), "analyze and adjust teaching and support” (attribute 2) and “promote the full development of each individual” (attribute 3). They therefore constitute a basis for what teachers have designated as a successful situation of inclusive education. Distinctions appear between the three contexts of student schooling, for example with regard to “support for teams/teachers” which is noted as essential for two groups out of three, or even “the opportunity to make friends in class /at school” which is noted as non-essential for two groups and absent for the third group. In response to the second objective of the study, the results concerning the concept of continuing education showed that all participants used various means (phrase) (attribute 1) such as workshops, co-training, self-training, training through research. These means were intended to promote the ability to acquire knowledge, analyze and adjust practices (attribute 2) and adapt one's posture (attribute 3). The whole thing takes into account the evolving nature of the skill (attribute 4). Distinctions appear between the three contexts of student schooling, for example, with regard to “co-training” or even “sharing an ambitious vision of inclusive education which are both noted as essential for a group, non-essential for a second group and absent for the third group. The discussion highlights the coherence between the participants' responses concerning the concepts "inclusive education" and "continuing training relevant to developing inclusive education", but also the paradox, the contradiction between their "specialized" posture, the prescriptions and the difficulties of acculturation to inclusive education noted when the participants explain that inclusion is done on the basis of the voluntary service of regular teachers. In conclusion, this qualitative thesis has the main contributions of having given the floor to teachers mandated to implement inclusive education in France and of having implemented a conceptualization approach as a research method which makes it possible to collect data and analyze it by taking into account the representation that participants have of certain situations, by analyzing their words. Indeed, behind the words that define inclusive education and relevant continuing education, this approach has made it possible to identify competence in action and therefore what is in motion in the process of inclusive education. It also made it possible to consider continuing training criteria to develop the skills to implement inclusive education based on skills in action. At a time when educational systems are orienting their mission towards inclusive education, this study opens the door to other research which will be able to deepen the representations that missionary teachers (specialized or not) maintain with regard to inclusive education and the types of training that supports them in their mission. The three contexts studied also show the importance of delving into their specificities in research when it comes to addressing issues of inclusive education and continuing teacher training.