Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 11, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Mack Bowen, Barbara Fulk, Lanny Morreau, Margaret Shaw-Baker. Includes bibliographical references (leaves 86-94) and abstract. Also available in print.

Thesis (M.Psych.Ed.) - University of Queensland, 2006. / Includes bibliography.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.84-91) and index.

Thesis (M.A.)--Sonoma State University, 2000. / Website pages reproduced within the thesis. Includes bibliographical references (leaves 142-148).

Thesis (D. Ed.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 124-133).

Orientadora: Sandra Eli Sartoreto de Oliveira Martins / Banca: Suely Amaral Mello / Banca: Lúcia Pereira Leite / Resumo: Esta pesquisa educacional, de caráter exploratório, teve como lócus de investigação o curso de especialização em Atendimento Educacional Especializado (AEE), na perspectiva da educação inclusiva, ofertado por uma universidade pública do estado de São Paulo. Objetivou-se descrever o que os tutores virtuais dizem sobre: a) a qualificação/formação profissional para atuar como tutor virtual em propostas de formação continuada de professores em educação especial a distância; b) os limites/possibilidades do exercício desta função em propostas desta natureza; c) os modos de funcionamento e estrutura do curso investigado. Para cumprir tais objetivos participaram desta pesquisa 6 professores da educação básica e/ou superior que atuaram como tutor virtual no curso. Os dados foram colhidos por meio de entrevista semiestruturada realizada com apoio do programa de interação sincrônica de uso livre Skype. Todas as entrevistas foram gravadas em áudio com a utilização do programa Audacity. O projeto em questão foi aprovado pelo Comitê de Ética da FFC/Unesp-Marília (Processo no. 0691/2013) estando o mesmo em consonância com os princípios éticos previstos na Resolução 196/96 (CNS). Os dados foram transcritos na íntegra e analisados a partir da técnica de Análise de Conteúdo (BARDIN, 2010). Como principais resultados a totalidade dos entrevistados consideraram sua formação adequada para atuar no curso. Os participantes retrataram que tiveram um desempenho ativo nas atividades que lhes foram atribuídas no curso, tais como: a) acompanhar os cursistas no cumprimento da entrega das atividades em conformidade com os prazos, b) orientar quanto ao uso dos materiais disponibilizados nas agendas, c) abrir fóruns de discussão, entre outras Chamou atenção, no que tange a estrutura e funcionamento do curso, o fato dos entrevistados ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This educational research, of exploratory nature had a course in specialized educational assistance in the perspective of inclusive education, offered in the distance learning modality, as its setting. The study aims to investigate what the virtual tutor's say about: a) the educational and professional background needed to perform this function, as the course requires; b) the limits and possibilities of this role in courses of such nature; c) the structure and operation of the course. In order to perform these studies and meet these goals, 6 basic and/or superior education teachers who have worked as tutors in the aforementioned course took part in this survey. The data was gathered by means of semi-structured interviews carried out using the freely available Skype software as a tool for synchronic interaction. All interviews were recorded in audio using the also freely available software Audacity. The project was approved by the Ethical Committee of FFC/Unesp-Marília (Process no. 0691/2013) as being in accordance with the ethical principles stated in the resolution 196/96 (CNS). The data was analyzed by means of content analysis technique (BARDIN, 2010). Results showed that all the tutors interviewed considered their educational background adequate for this course. The participants reported they had an active role in the activities assigned to them, such as: a) follow the deadlines and support the course takers accordingly, b) give instruction as to the use of the posted course materials, c) open discussion forums, among others. Also relevant, concerning the course's structure and design, was the fact that the tutors had divergent opinions about the educational model chosen by the staff. The conclusion was that the tutor's role was strongly related to operational and technical duties underlying the course. Although distance ... / Mestre

This research investigates the practices of teachers in Nigerian classrooms where children with disabilities are being educated alongside their peers. The research objective was to develop an understanding of how teachers in Nigerian classrooms are developing their practice. Since the commitment the Nigerian government to the provision of universal basic and inclusive education for all children, research and reports on what the implementation of inclusive practice entails have been carried out. These have been largely quantitative, focusing on the percentage of children with disabilities who now have access to basic education and the percentage of these children in regular schools or classrooms. The research in Nigeria has used surveys to determine the attitudes and readiness of teachers and school administrators to implement inclusive practice. The problems of implementing inclusive practice have also received attention. It is against this background that this qualitative inquiry seeks to understand what is happening in classrooms with regard to the teaching and learning of all children. To address the main research question, how are teachers with experience of inclusive education developing practice in Nigerian classrooms? qualitative data was generated over eight weeks through the use of semi-structured (non-participant) classroom observations, which were followed-up by semi-structured interviews with 12 teachers from three different schools. To further enhance the understanding of the teachers’ developing practices, the schools’ administrators (either the principal or vice principal) and the resource persons were also interviewed. The overall design of the study was an instrumental-collective case study in which teachers were purposively sampled on the basis of their experience of inclusive education. This design was based on the understanding that inclusive practice is developed through an interaction of what teachers do, what they believe and what they know. Thus, a single factor of readiness and a positive attitude does not fully account for the development of practice (Rouse, 2008). The framework for participation, developed by Black-Hawkins (2010; 2014), guided the process of data generation and the analysis. This research is based on an understanding of inclusive practice as a process of addressing and responding to diverse learning needs that emphasizes how this response is provided. This understanding provided the premise within which the data was deductively (i.e. theoretically driven) analysed. An inductive approach to the analysis was also added to the deductive process of analysing the data generated in order to develop an understanding of the case teachers’ classroom practices. Three main findings emerged from this study. Firstly, teachers’ actions are influenced by their understanding of what teaching and learning are, as well as their knowledge and beliefs about the process through which children with disabilities are expected to learn. Case teachers’ knowledge was found to have significantly influenced their practices. Secondly, there was an absence of collaborative efforts between teachers and/or between teachers and resource persons available within the school context. This absence of collaboration is often associated with a lack of understanding or clarity with regard to the role of resource persons. Thirdly, this study identified barriers and opportunities that were embedded in teachers’ developing practice. The barriers include an absence of a sense of shared values in the classroom between all members of the classroom community, while the opportunities include the use of information from students with disabilities as a source of support to enhance classroom practice. This research contributes to the literature on inclusive classroom practice, especially the strand of literature that in recent years has called for investigations into what inclusive classroom practice comprises and when such practice can be identified on the basis of clearly stated underpinning principles (Florian, 2014b). In using clearly identified principles, it was possible to identify that both inclusive and exclusive practices can be present in the same classroom context and why this is so. Through the use of the framework for participation and theoretical ideas developed and used in researching inclusive education in a different context, this thesis has demonstrated the extent to which these ideas can be applicable in other contexts. In so doing some findings have been reasserted and new insight situated in a particular context has been developed. It is therefore argued that understanding the processes of developing inclusive practice requires a need to situate practice in the broader cultural assumptions, expectations and values of teaching and learning. The findings are discussed and recommendations such as the need for a more deliberate and collaborative efforts in working with resource persons to enhance classroom teachers’ ability to address learning difficulties while developing their inclusive classroom practice are made. The conclusion drawn is that teachers with experience of inclusive education in Nigeria are developing practice that meets some of the theoretical standards of inclusive classroom practice. Regardless of this, there are certain cultural assumptions, understandings and ideas that need to be reflected on and reviewed in order for practice to be further developed and improved upon in Nigeria.

Orientador: Vera Lúcia Messias Fialho Capellini / Banca: Enicéia Gonçalves Mendes / Banca: Ana Maria Lombardi Daibem / Resumo: Dentre um rol de variáveis que interferem na qualidade da educação, a precária formação docente para atuar junto aos alunos público-alvo da Educação Especial tem sido apontada pela literatura da área da Educação Especial e de Educação como uma das questões que mais dificultam o processo de inclusão escolar. Tendo em vista essa máxima, o presente trabalho teve o objetivo de analisar um estudo de caso de inclusão escolar de uma aluna público-alvo da Educação Especial com deficiência intelectual e produzir conhecimentos e reflexões na forma de videodocumentário sobre a experiência de ser professor regente nessa situação. Para tanto realizamos uma pesquisa utilizando o método de estudo de caso. O material analisado foi constituído de gravações de vídeos e áudios, entrevistas semiestruturadas com diversos representantes da escola e com a avó paterna da aluna, além dos registros do diário de campo da professora, que neste estudo também é a pesquisadora participante. A partir dos procedimentos sistematizados de análise nos materiais selecionados, elencamos trechos das falas dos vídeos; das aulas com a professora/pesquisadora e dos participantes para a elaboração de um videodocumentário para o objetivo proposto; os quais foram organizados em 5 eixos temáticos: Práticas Pedagógicas (analisando a regência da professora da classe comum do ensino regular); Atendimento Educacional Especializado (o que é e de que forma acontece nas escolas); Gestão Democrática (observação da gestão para o ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Among a list of variables that affect the quality of education, poor teacher training to work with Students of Special Education has been identified by the Special Education and Education literature as one of the issues that make the process of school inclusion more difficult. In view of this principle, this study aimed to analyze a school inclusion study case of a Special Education student with intellectual disabilities as well as to produce knowledge and reflections in the form of video documentary about the experience of being a classroom teacher in that situation. In order of that, we conducted a search using the case study method. The analyzed material consisted of video and audio recordings, semi-structured interviews with several representatives of the school and the paternal grandmother of the student, in addition to the records of the teacher's field diary, who is also a participant researcher in this study. From the systematic procedures for examining selected materials, we selected excerpts from speeches of the videos, lessons with the teacher / researcher and participants for the development of a video documentary for the proposed goal, which was organized in five thematic areas: Pedagogical Practices (analyzing regency professor at common class); Educational Service Specialist (what it is and how it happens in schools); Democratic management (observation of management for inclusion process); School Inclusion (with the mishaps of this process) and Educational Poli... (Complete abstract click electronic access below) / Mestre