The movement towards developing existing education systems to be more inclusive can be seen worldwide. However, even in a country such as Finland where inclusive ideology has been promoted in national policies for a considerable time, there are existing needs for development that need to be examined. The aim of this systematic review was to examine these existing needs for development in primary schools in Finland. Inclusive education means the inclusion of all children. In this systematic review, the focus was on those children in risk of exclusion with special educational needs due to a disability. The results are analyzed by utilizing a framework inspired by the framework developed by Ainscow and Miles (2009). The results show that there are several needs for development especially related to systems and structures, and practice. Furthermore, more systematic actions are needed moving from policies to effective implementation of inclusive practices. Overall, inclusion is a complex concept and future research conducted with diverse groups of children of all ages is greatly needed.

Made available in DSpace on 2016-04-27T16:32:53Z (GMT). No. of bitstreams: 1 Janaina Pereira da Silva.pdf: 1251422 bytes, checksum: 3e1b8f22796cc301866e142fb319c92d (MD5) Previous issue date: 2014-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper bring forward the studies and results of a research about educational view of Brazilian Government Social Programme Support Bolsa Família and a possible reconfiguration about school s social function. This view is a legal consideration to receive this government support, that is to say, the families registered in programme must do the school enrolment of their children and ensure they will have attend school of 85% for children and teenagers 6 to 15 years old or 75% for teenagers with 16 or 17 years old. We intend to investigate whether or not changed the conception of one of school s social function, from the assumption of: the formal and scientific knowledge support for social welfare policies; and research if there changed the schools function from the educational system beyond what are the current school s priorities: the knowledge or enforcement of Bolsa Famíla . To reach this purpose we choose the school with more beneficiaries of this programme on São Paulo City Educational Department of Butantã Hills West Side. We made contact with responsible for school, families, teachers, civil servants that agreed to apply our basis research form. That form was studied from the concept and theories of school social function, the framework was: Teixeira (1971), Fernández (1989), Sacristán e Gómez (1998), Hamilton (2001), Tenti (2007), Young (2007). Between the 22 appliers, 14 think that school is a local only to offer and support the formal and scientific knowledge, 6 understand school as a place of education and as a place of government social programme, and 3 believes school is more a place of government social programme than a place of support knowledge / Este trabalho apresenta os estudos e os resultados de uma investigação sobre o aspecto educacional do Programa Bolsa Família e a sua relação com a possível reconfiguração da função social da escola. Tal aspecto é apresentado como exigência para o recebimento do benefício, isto é, os inscritos no programa devem matricular seus filhos na escola e garantir a frequência escolar mínima de 85% no caso das crianças e adolescentes entre 6 e 15 anos e a mínima de 75% entre os jovens de 16 e 17 anos. Pretende-se investigar se houve mudança na concepção de uma das funções sociais da escola, seja ela, o oferecimento do conhecimento formal e científico para assistência social a partir da exigência do aspecto educacional do programa, além de analisar se houve alterações nas atribuições da escola no que tange a sistematização de conhecimento e ainda verificar o que tem sido priorizado na escola, o ensino ou a efetivação do Programa Bolsa Família. Para atingir tais objetivos foi selecionada a escola com maior número de beneficiários do programa, da Delegacia de Ensino do Butantã Zona Oeste de São Paulo. Após contato com a escola os pais, professores e agentes administrativos que aceitaram participar da pesquisa, responderam um instrumento de coleta de informações: questionário elaborado para esse fim específico. A análise dos resultados consistiu em considerar as falas dos entrevistados, a luz do conceito de função social da escola constituído pelo referencial teórico aqui apresentado: Teixeira (1971), Fernández (1989), Sacristán e Gómez (1998), Hamilton (2001), Tenti (2007), Young (2007). Entre os 22 sujeitos envolvidos nessa investigação, 14 entendem a escola como espaço de oferecimento de conhecimento formal e científico, 6 compreendem a escola como uma espaço que oferece conhecimento, mas também benefícios assistenciais e 2 acreditam que a escola tem suas funções mais voltadas para assistência social do que, para o oferecimento de conhecimento formal e científico

Made available in DSpace on 2016-04-29T14:23:34Z (GMT). No. of bitstreams: 1 Emerson Leandro Goya.pdf: 3206658 bytes, checksum: 1d8938862ea359faa4c8e7c623ace749 (MD5) Previous issue date: 2015-02-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / FALCOM and learning environments: An interactive tool to potentiate educational storytelling is the title of this dissertation that has as its main objective the improvement the use of the OCC-RDD technique, creating an instrumental support that increases the educational experiences in face to face meetings. This technique encourages the use of script characters to establish interaction and dialogue between the professor and the student, which are favored by learning of software s development. The problem in the research originates from the idea to create a support tool to be used in the classroom, under the name of Mechanic Master ─ MM, combining with interactive computer graphics techniques, like Augmented Reality and the Virtual Reality. Resulting in an audacious and instrumental project that was abdicated in function of theoretical and methodological foundations of interdisciplinary practice: Information Technology and Education. As hypothesis is formulated, the idea that the use of a support tool to assist the professor of higher education in the narration on educational stories, then its use becomes relevant in improving the effectiveness of the narration in stages OCC and RDD. Therefore, the main contribution of this research is the improvement of the technique of scripting OCC-RDD for the professor over using the support tool in order to train and interact with the student. The methodology used follows four procedures, the first is for exploratory research that seek similar references to a support tool that allows the narration of educational stories; the second procedure, has the intention of mapping the intellectual production of technical narrative OCC-RDD; the third procedure deals witch the learning environment; and the fourth, is the use of technology for the development of its own support tool. The dissertation is structured in five chapters: the first covers the contextualization of the theme under discussion; in the second, the fundamentals that form the base of the research; the third refers to the theoretical and methodological contribution of the research, and the procedures for the development of the support tool; the fourth, covers to result and the conclusion of the research; and, finally, the fifth chapter seeks to indicate the projection in future research / FALCOM e ambientes de aprendizagem: Uma ferramenta interativa para potencializar a narração de histórias educacionais é o título desta dissertação que tem como objetivo principal aperfeiçoar o uso da técnica de roteirização OCC-RDD, criando um instrumental de apoio que potencialize as experiências educacionais em encontros presenciais. Tal técnica de roteirização favorece o protagonismo e o diálogo tanto do professor quanto do aluno, que se veem favorecidos pela aprendizagem no desenvolvimento de softwares. A problematização da pesquisa se deu a partir da ideia original de criar uma ferramenta de apoio educacional sob o nome de Mestre Mecânico ─ MM , que combinava técnicas interativas de computação gráfica, Realidade Aumentada e Realidade Virtual, resultando em um projeto audacioso e instrumental do qual se abdicou em razão da complexibilidade dos fundamentos teóricos e metodológicos da prática multidisciplinar: Tecnologia da Informação e da Educação. Como hipótese é formulada a ideia de que ao se utilizar uma ferramenta de apoio para auxiliar o professor de nível superior a narrar histórias educacionais, o seu uso torna-se relevante para melhorar a eficácia da narração nas fases OCC e nas fases RDD. Portanto, a principal contribuição desta pesquisa está no aperfeiçoamento da técnica de roteirização OCC-RDD para que o professor por meio da ferramenta de apoio possa treinar e interagir com o estudante. A metodologia adotada segue quatro procedimentos: o primeiro destina-se à pesquisa exploratória que busca por referências similares a uma ferramenta de apoio que narre histórias educacionais; o segundo tem a intenção de mapear a produção intelectual da técnica narrativa OCC-RDD; o terceiro se refere ao ambiente de aprendizagem; e o quarto procedimento aborda o uso da tecnologia para o desenvolvimento da própria ferramenta de apoio. A dissertação se estrutura em cinco capítulos, são eles: o primeiro compreende a contextualização do tema em discussão; o segundo trata dos fundamentos que embasam a pesquisa; o terceiro se refere à contribuição teórica e metodológica da pesquisa, aos procedimentos para o desenvolvimento da construção da ferramenta de apoio; o quarto destina-se ao resultado e à conclusão da pesquisa; e, por fim, o quinto capítulo busca indicar os possíveis desdobramentos em pesquisas futuras

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-28T19:02:32Z No. of bitstreams: 1 Agnaldo Martins Rodrigues.pdf: 3935190 bytes, checksum: 46b1f019444554c37a2d064289176869 (MD5) / Made available in DSpace on 2015-04-28T19:02:32Z (GMT). No. of bitstreams: 1 Agnaldo Martins Rodrigues.pdf: 3935190 bytes, checksum: 46b1f019444554c37a2d064289176869 (MD5) Previous issue date: 2014-01-31 / Nenhuma / Com o uso crescentedas tecnologias de informação e comunicação na área educacional, torna-se cada vez mais necessária a criação de ferramentas de apoio ao professor, capazes de auxiliá-lo no planejamento e execução das aulas, bem como no acompanhamento do processo de ensino-aprendizagem. Em alguns casos, o acesso a essas tecnologias, aliado ao conhecimento técnico limitado por parte dos docentes, pode comprometera maneira com que os conteúdos são desenvolvidos e utilizados pelos alunos. Essa é a principal área de pesquisa da presente dissertação, que se propõe a ajudar a tornar mais proficiente esse processo, pelo menos no contexto do ensino de dedução natural na disciplina de Lógica, através da criação de uma ferramenta inteligente de autoria e acompanhamento de uso de materiais educacionais, na forma de objetos de aprendizagem. A ferramenta, denominada SAAPIEnS,torna possível que o professor elabore objetos de aprendizagem customizáveis no domínio específico de dedução natural na lógica proposicional. Com base em um conjunto de ações, regradas por estratégias de ensino, almeja-se também instrumentalizar o docente no acompanhamento das atividades realizadas pelos alunos no ambiente computacional, apoiando o processo de avaliação do nível dedesempenho alcançado pelos alunos. Isso é feito por meio de um subsistema que oferece serviços de visualização e análise de dos conjuntos de interações dos alunos com os objetos de aprendizagem. A ferramenta é disponibilizada tanto via Web quanto via local (desktop), visando a uma maior flexibilidade para professor e alunos. Os possíveis impactos dessa ferramenta foram avaliados através de cenários hipotéticos de uso, que ilustram as principais contribuições possíveis para esse tipo de ferramenta. / With the increasing use of information and communication technologies in education, it becomes necessary to create supporting tools which can assist teachers in planning and implementing lessons as well as monitoring the process of teaching and learning. In some cases, access to these technologies, coupled with limited technical knowledge on the part of teachers, can compromise the way the contents are developed and used by students. This is the main research area of this dissertation, which aims to make this process more proficient, at least in the context of teaching natural deduction in the discipline of logic, through the creation of an intelligent authoring tool of learning objects, which also allows the teacher to follows the use of these educational materials by students. The tool, called SAAPIEnS, makes it possible for the teacher to prepare customizable learning objects in the specific domain of natural deduction in propositional logic. Based on a set of actions, regulated by a set of teaching strategies, the goal is to help teachers to monitor the activities performed by students in the computing environment, supporting the process of assessing the level of performance achieved by the students. This is done by means of a subsystem, which offers visualization and analysis service of the sets of interactions of students with learning objects. The tool supports Web and local (desktop) interfaces, giving greater flexibility for teachers and students. The possible impacts of this tool were evaluated through hypothetical usage scenarios that illustrate the main possible contributions to this type of tool.

Syftet med denna studie är att undersöka nyanlända barns användande av icke-verbal kommunikation när de leker fritt, samt om det är någon skillnad när en pedagog är närvarande. Det studeras också i vilka karaktäristiska lekar de nyanlända barnen använder sin icke-verbala kommunikation mest. Studien är kvalitativ och undersökningen är utförd genom observationer, som utfördes under två dagars tid. Observationerna har utförts på en mångkulturell förskola där fokus har varit på fri lek, den proximala utvecklingszonen, pedagogiska atmosfärer och icke-verbal kommunikation. Resultaten visar att de nyanlända barnen använder sig av icke-verbala kommunikationsformer när de leker med varandra, detta tydliggörs i fyra karaktäristiska lekar som beskrivs i resultatdelen. Vidare framgår det av studien att det finns skillnader i barnens kommunikationsstrategier när det finns pedagogiskt stöd i leken gentemot när barnen leker utan pedagogers stöd. / The purpose of this study is to examine the newly arrived children's use of non -verbal communication when they are playing freely, and if there is any difference when a preschool teacher is present. It is also being studied in which characteristic games the newly arrived children use their non - verbal communication the most. The study is qualitative and the study is performed through observations. The observations have been conducted in a multicultural preschool where the focus has been at free play, the proximal development zone, educational atmospheres and non-verbal communication . The results show that the newly arrived children use non-verbal forms of communication when playing with each other , this is made clear in the four characteristic games described in the results section of this study. Furthermore , it appears from the study that there are differences in the children's communication strategies when there are educational support in children’s play compared to when they play and do not have educator’s support.

Made available in DSpace on 2016-08-03T16:15:56Z (GMT). No. of bitstreams: 1 Heloisa de Oliveira Prado Giorgi.pdf: 389262 bytes, checksum: e5da95bb2bd12bd19bb33028bc5a212d (MD5) Previous issue date: 2007-09-18 / This document analyzes the possibilities and limits of the specialized educational support service in order to build an inclusive school . Currently, when it is mentioned school Inclusion, it is possible to evaluate in the theorist studies and also in the national and international laws, two differ tendencies: whole inclusion and on-going services. The specialized educational support service is included in both proposals but there are different nuances. The research has looked to establish a parallel between the concepts that basis those proposals and the specialized educational support service in the city of São Bernardo. It is about a Case Study of ethnographic kind. The research procedures adopted were the participant observation, document analyzes, forms filled and interviews with itinerant teachers invited. That Study was developed at São Bernardo do Campo municipal schools that have resources room and those teachers are habilitated in the mental deficiency special education. Those teachers work for the first four years (fundamental education) of the São Bernardo municipal schools. It was concluded that the specialized support service in São Bernardo do Campo is offered from the perspective of on-going services. In this case, the students from common classrooms, in general, are able to adapt for what have been offered, and do not require structural curricular changes. Itinerant teachers should contribute in order to help the student adaptation for what have been established. Even in this case, it is possible to consider as possibilities for those teachers, their contribution for the access and permanency of students that were historically excluded from the regular education.(AU) / Este trabalho investiga as possibilidades e os limites do serviço de apoio educacional especializado na construção de uma escola inclusiva. Atualmente, ao se falar em inclusão escolar é possível verificar, tanto nas produções teóricas quanto na legislação nacional e internacional, duas tendências divergentes: inclusão total e continuum de serviços. O serviço de apoio educacional especializado está presente nas duas propostas, porém com nuances diferenciadas. A pesquisa empírica buscou estabelecer um paralelo entre as concepções que embasam essas propostas e o serviço de apoio educacional especializado no município estudado. Trata-se de um estudo de caso do tipo etnográfico, em que foram utilizados como instrumentos de pesquisa: observação participante, análise documental, aplicação de questionários e entrevistas semi-estruturadas com professoras itinerantes. Foram convidadas para contribuir com esse estudo, através da resposta aos questionários e participação nas entrevistas, professoras habilitadas em educação especial/deficiência mental, que atuam em sala de recursos nos quatro primeiros anos do ensino fundamental de uma rede municipal. Verificou-se que o serviço de apoio especializado no município estudado é oferecido a partir da perspectiva de um continuum de serviços. Nesse contexto, os alunos matriculados nas classes comuns, geralmente, são aqueles que conseguem, de alguma forma, adaptar-se ao que está posto, não exigindo mudanças na estrutura curricular. Cabe ao professor itinerante contribuir no ajuste do aluno ao que é estabelecido. Apesar dessa constatação é possível ver como possibilidade para a atuação desse profissional, sua contribuição para a o acesso e permanência de alunos que historicamente foram excluídos do ensino regular. (AU)

This thesis deals with the problems of single mothers. Its aim is to describe the characteristics and problems of single mothers in the contemporary social context and the possibilities of socio-educational support that are available for them. The above is based on expert sources described in the theoretical part. The practical part, points out the problems which selected single mothers mostly address in their lives and describe possibilities of socially pedagogical support, especially as regards the offer and awareness of their contribution. Based on qualitative research, which was carried out through five case studies, the most frequent problems are financial hardship, psychological, occupational and educational problems and finally housing problems. Regarding the socio-educational support programs are found very little awareness of their availability and offer. Contribution of the completed course was for participants of research very significant, especially in the sharing of experiences, training situations and assertive communication and the encouragement for further action.

Philosophiae Doctor - PhD / The research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in finding a theory of intellectual growth and development which takes into account the learning environment of the disadvantaged child. The Educational Support Services Trust (ESST) has been active in addressing this very issue since 1986. It provides appropriate learner-centred mediational texts to disadvantaged pupils around the country. These materials concentrate on the development of practical intelligence by relating leaming to everyday experience. The Teachers' Methodology Project was designed to change the teachers who were using the ESST materials from being disseminators of information to being managers of a learning-centred classroom environment. The idea was to change the way that teachers thought about teaching and learning. This was accomplished by sharing the methodology of the existing pupils' materials and theories of cognition and mediation with them so that they could become adept at mediating at the level of deconstruction of complex ideas and using this knowledge in the construction and development of their own learning materials, thereby contributing to the mental development of their pupils. My experience as a staff member of the ESST and my background in education provided an entry point to this research via Feuerstein et at's (1980,1991) criteria for mediation, Haywood's (1993) mediational teaching style and a range of other theories and ideas including group work and co-operative learning, graphic organisers, and the ESSTs own theory of mediatory text (Sinclair, 1991). These were consolidated into a learning-centred approach to teaching in which the learner, the teacher and the task become part of the total learning-centred environment. The research began as an investigation of the Teachers' Methdology Project (TMP) and an effort to track teachers' development but grew to include the development of the conceptual mediational framework on which the project was based. This resulted in the development of a classroom observation instrument which was used to evaluate how teachers mediated in their classrooms and how they interacted with pupils. The TMP was implemented through a series of workshops during which teachers examined their assumptions about teaching and learning: explored new avenues for facilitating learning; experienced a learning-centred approach to teaching; acquired new strategies for and knowledge of, theories and atttitudes to teaching and learning and were able to reflect on and practise newly acquired skills in a supportive collegial environment. The research employed a qualitative approach and therefore the documentation of the process took considerable effort. An experiential framework (Kolb, 1974) was used to analyse the process and the results. This mediational experiential framework resulted in a methodology which addressed teachers' attitudes and cognition in a life-related way, taking into account their personal knowledge and experience. The methodology is replicable and has been used in basic adult education and other settings. In addition, the methodology can contribute to the understanding of how Outcomes-based Education could be implemented in South Africa.

The topic of this thesis is "Pupil with Autism Spectrum Disorder in a Mainstream School - Case Study of a Pupil in Elementary School and Secondary School". The first, theoretical, part of the thesis deals with autism spectrum disorders (ASD) and diagnostics; it will also address current legislative changes of the educational system in the Czech Republic as well as the counseling system, school counseling centers, and school counseling facilities. The second, practical, part will deal with the process of educating pupils with ASD in mainstream elementary schools and secondary schools. The aim of my research was to determine how pupils with ASD were able to integrate into a standard primary school and secondary. I focused on approaches and methods used in the educational process, especially on structured learning, as well as on the teachers' readiness to integrate pupils with special educational needs. The research was conducted in České Budějovice, at the J. Š. Baar Elementary School and Kindergarten, and at the J. V. Jirsík Gymnasium. I used the observation method, interviews with the legal representatives of both pupils, teachers and teachers' assistants, and direct work with autistic pupils; I also had the opportunity to teach the pupil at the gymnasium during my teaching practice as part of my...

Il progetto di ricerca mira ad indagare, nell’orizzonte della pedagogia della famiglia, l’accompagnamento da offrire ai coniugi che si accostano all’adozione. Lo studio muove dall’assunzione di un paradigma sistemico e dialogale, nel quale la famiglia è intesa come realtà in divenire, che concorre alla crescita reciproca e vicendevole dei suoi membri (Pati, 2014). L’analisi della letteratura scientifica e del contesto adottivo rivelano zone d’ombra nella ricerca interdisciplinare, in particolare rispetto al periodo pre-adottivo, ed una esiguità di contributi provenienti dall’area pedagogica. Il presente lavoro si prefigge, pertanto, di raggiungere una comprensione più profonda dell’oggetto di ricerca, al fine di promuovere interventi di sostegno e accompagnamento educativo alla genitorialità adottiva. In una costante circolarità fra teoria e prassi, si è scelto di coinvolgere alcuni genitori adottivi in interviste semi-strutturate. Ciò, nella convinzione che far parlare l’esperienza e riflettere su di essa può favorire una definizione epistemologica e contenutistica del discorso pedagogico sull’adozione (Pati, 2004). L’indagine si propone di chiarire come si struttura e consolida la scelta adottiva dentro il progetto di vita familiare, di rintracciare le peculiarità educative sottese alla genitorialità e filiazione adottiva e di individuare percorsi di accompagnamento educativo per la famiglia adottiva. / The research project aims to inquire, in the context of family pedagogy, the help offered to couples who are approaching adoption. The study starts from the assumption of a systemic and dialogical paradigm, in which the family is understood to be in progress and contributes to the mutual growth of its members (Pati, 2014). The analysis of scientific literature and of the context about adoption reveal many unexplored areas in the interdisciplinary research, specifically regarding the pre-adoption interventions, as well as some contributions coming from the educational area. This work tries to reach a deeper understanding of the research subject, to gain involvement of educational accompaniment and support to adoptive parenting. In a constant exchange between theory and practice, it has been proposed to involve some adoptive parents in semi-structured interviews. It is believed that talking and reflecting on the experience, should encourage an epistemological and of content definition of the educational subject on adoption (Pati, 2004). The expected results are to clarify how the adoptive choice is structured and consolidated within the family life project; to outline educational peculiarities of adoptive parenting and sonship; and to suggest way of educational accompaniment to the adoptive family.