Made available in DSpace on 2014-06-12T16:25:55Z (GMT). No. of bitstreams: 2 arquivo178_1.pdf: 8991050 bytes, checksum: 3e1294a6f2cf2b53606a8d3390e7184d (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2009 / Empresa de Urbanização do Recife / Esta dissertação trata dos conceitos de conservação e renovação aplicados as estruturas edilícias e urbanas de acordo com as formulações propostas nas teorias clássicas da restauração e nas idéias difundidas nas cartas patrimoniais. Investiga os processos e os conceitos que estabeleceram os Imóveis Especiais de Preservação IEP, na legislação urbana do Recife/PE, bem como os resultados obtidos para preservação do patrimônio arquitetônico da cidade desde a instituição do instrumento em 1997 até 2008. A Lei nº 16.284/97 relaciona 154 imóveis considerados significativos para preservação do patrimônio local, definindo regras que promovem à conservação desses imóveis e, ao mesmo tempo, regulando os processos de modificação e transformação do território. Nesse sentido, a normativa estabelece requisitos para a preservação do patrimônio edificado e define as condições para construção de novas estruturas nos terrenos remanescentes do imóvel especial, constituindo em ações de renovação que, muitas vezes, comprometem a compreensão do bem patrimonial. A pesquisa parte de uma revisão dos principais conceitos relacionados à preservação e à renovação das estruturas edificadas propostas pelos teóricos clássicos da restauração e dos princípios definidos e recomendados nas cartas patrimoniais. Investiga as normativas urbanas do Recife no período que vai de 1979 a 1997, identificando os requisitos que estruturam os territórios da preservação e da renovação. A análise dos IEPs considera o processo de conceituação e construção do instrumento, desde a identificação e catalogação até a seleção final dos imóveis. Investiga a tradução do instrumento contida no texto legal, identifica as condições estabelecidas para a preservação e renovação das estruturas construídas e as intervenções realizadas. O estudo demonstra que a aplicação das normativas no contexto da Lei do IEP promoveu a conservação de exemplares significativos para o patrimônio da cidade, mas não impediu que os imóveis, nos quais, foram aplicados os requisitos da renovação e a inserção de novas estruturas no terreno remanescente do bem, perdessem valores próprios relacionados à caracterização, à ambiência, à escala e ao contexto urbano

The prevalence of Autism Spectrum Disorder (ASD) has increased 54.7% from 2000 to 2016 nationally (CDC, 2016), and comparably, 52.38% in the district where this program evaluation was conducted. This increase, paired with legislative requirements through the Individuals with Disabilities Education Act and recommendations from the National Research Council on educating students with ASD, has challenged school districts to develop programming targeting specific impairments characteristic of students with ASD. The purpose of this study was to evaluate programming through the evaluation of individualized education plans (IEPs) of students with ASD in kindergarten through third grade for the presence of Individuals with Disabilities Education Act requirements and National Research Council recommendations. Additionally, 13 special education teachers providing services to one or more students in the category of ASD completed a 30 item self-report questionnaire on their confidence in developing IEPs and programming for students with ASD. Sixty-three IEPs were evaluated in the study for IDEA and NRC indicator proficiency levels and cross-referenced with teacher confidence levels on developing IEPs and programming for students with ASD. The study concluded data analysis of IEPs and special education teacher confidence levels resulted in the identification of programming strengths and weakness that can be used by the district in this study to develop a structured plan for improvements in the development of IEPs specific to the identified areas of impairments for students with ASD (behavior, communication, socialization). Specific to the district in this study is a recommended focus on the development of IEP goals based on individual student needs and NRC recommendations for students with ASD, descriptions of student motivational systems when appropriate, specially designed instruction, educational placement and the relationship of teacher knowledge and confidence about ASD to IEP and program development. / Ed. D. / The prevalence of Autism Spectrum Disorder (ASD) has increased nationally by 54.7% from 2000 to 2016 (CDC, 2016), and 52.38% in the district where this program evaluation was conducted. The increase has challenged school districts to develop programming specific to the areas of impairment characteristic of students with ASD. The purpose of this study was to evaluate programming for students with ASD through the evaluation of individual education plans (IEPs). Additionally, special education teachers completed a self-report questionnaire on their level of confidence in developing programming and support systems for students with ASD. The areas of in need of improvement, indicated by the IEP evaluation, were cross-referenced with low confidence levels reported by teachers in the self-efficacy questionnaire. The study identified areas of weaknesses and strengths in programming that can be used by the district to develop a plan for improvement of the development of IEPs and programming specific to the areas of impairment (communication, socialization, behavior) characteristic of students with ASD.

Federal policies and laws as well as research in the area of self-determination have encouraged meaningful student involvement in the IEP process for over twenty years. Active student involvement in the IEP process allows for students to practice important self-determination skills in an applied setting and to be meaningful participants in their education. The purpose of this literature review is to establish what constitutes meaningful student involvement in the IEP process and identify evidence-based practices for increasing meaningful student involvement. / text

Thesis advisor: David Scanlon / Family member-educator collaboration is envisioned as the "cornerstone" of the educational decision-making process for students with disabilities (e.g., Harry, 2008; Olivos, Friend and Cook, 2007, Gallagher and Aguilar, 2010). In the case of immigrant and refugee families, however, the ideal of coequal collaboration is often elusive for a variety of reasons (e.g., language barriers, disparate ideas about what familial involvement should be in educational decisions) (e.g., Lo, 2012). This qualitative multiple case study design (Yin, 2009) relied on interviews with family members and educators as well as observations of IEP meetings to examine the educational decision-making process in the context of Somali-American families of boys with autism. Findings from the present study echo many conclusions of previous research in terms of factors that facilitate (e.g., thoughtfully designed IEP meetings, frequent family-educator communication) and impede (e.g., divergent beliefs about the cause and course of autism, language barriers) family-educator collaboration in special education decision-making. The results, meanwhile, extended and challenged other aspects of existing literature. Analysis revealed, for example, the each school has a unique institutional culture whose norms (e.g., norms of parent participation in school activities, from dances and races to PTA meetings and in-class volunteering) can profoundly influence the ways in which family members and educators interact and engage in educational decision-making. In addition, while existing literature emphasizes the importance of cultural sensitivity among special educators (e.g., Harry, 1992; Lo, 2013), the present study suggests that in some cases, over-emphasis on cultural sensitivity can cause educators to be overly deferential and reluctant to actively engage with family members, in turn, leading to diminished or inauthentic communication. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Teachers and administrators implement and supervise the implementation of the individualized education program (IEP) for children with disabilities. An understanding of teacher and administrator knowledge and skills associated with implementation of instructional accommodations and interventions commonly identified in the IEP, may provide insight to averting negative student effects related to failure to provide a free and appropriate public education. This study investigated the self-reported knowledge and skills that educators possess related to IEP accommodations and their self-reported comfort level and ability to implement and supervise instruction prescribed for students with disabilities in reading. To examine what is proposed (i.e., the IEP) and what is actually done throughout the implementation of the IEP and subsequent supervision of instruction, the conceptual framework of espoused theory and theory of action (Argyris & Schön, 1974) and bureaucratic theory (Puch, Hickeron, Hirings, & Turner, 1968) was applied. Phase 1 analyzed the accommodations prescribed on the IEPs of students with learning disabilities in reading. The results were used to develop questionnaires with stimulus items designed to elicit self-reported knowledge and identify potential areas of need for professional development. In Phase 2 of the study, responses are reported from 6 unique surveys that were sent to elementary and middle school administrators and general and special education teachers who teach or supervise the instruction of students with learning disabilities in reading. Information and results extracted from survey responses of 222 participants from a large, urban school district in Texas shed light on the ways instructional strategies and accommodations are documented on IEPs for students with disabilities. Standardization due to IEP development software that forced committees to make decisions about accommodations, from limited number of options in a dropdown menu became evident during the review of the data and the district's IEP development process. A discrepancy between the reported level of educator knowledge about specific accommodations, and needed professional development was found. Implications for pre-service teacher and administrator preparation programs and future research are informed by participants' self-reported need for deeper understanding of basic special education practices, obligations, and responsibilities. A call for administrator leadership for organizational change that would facilitate continuous improvement in service delivery to students with disabilities is made. Improved and targeted preservice and inservice professional development relevant to the supervision and implementation of IEP interventions and accommodations is recommended. / text

Dokumentationsformen åtgärdsprogram får utstå en hel del kritik både från tidigare forskning och från media vad gäller innehåll och utformning. Åtgärdsprogram ska skrivas när det misstänks att en elev inte når aktuella kunskapskrav. Då blir det därför viktigt i ett ämne som matematik som har en relativt hög andel underkända elever att åtgärdsprogramsprocessen fungerar väl. Denna systematiska litteraturstudies syfte är att kartlägga/identifiera eventuella faktorer som kan öka måluppfyllelsen i åtgärdsprogramprocessen i ämnet matematik. Det resultat och slutsatser denna studie kommer fram till är att det är ett antal olika faktorer som måste samspela för att åtgärdsprogramsprocessen i matematik skall falla väl ut. Faktorer som denna studie kommer fram till som kan påverka är exempelvis elevers och föräldrars delaktighet samt rektors engagemang och vilja att delta i arbetet. / Both from previous research and from the media the documentation form of education plan receives a lot of criticism in terms of both content and design. An education plan must be written if a student is suspected not to achieve current knowledge requirements. It will therefore be important in a subject like mathematics which has a relatively high percentage of students who fails to achieve the knowledge requirements. Therefore it is important that the process with the education plan fulfils its purpose. This systematic literature study aims to identify factors that may increase the effectiveness of education plan process in mathematics. The results and conclusions of this study put forward several different factors that must interact in order to make the educational plan process in mathematics successful. Factors that this study concludes that might have an affect are for example, pupils' and parents' participation and the headmasters’ commitment and volition to participate.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-05-07T13:52:21Z No. of bitstreams: 2 O adolescente em cumprimento de medida socioeducativa - Thiago Dambros.pdf: 1575965 bytes, checksum: d1b2b5aead8538a7b84508290d0abfbc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-07T13:52:21Z (GMT). No. of bitstreams: 2 O adolescente em cumprimento de medida socioeducativa - Thiago Dambros.pdf: 1575965 bytes, checksum: d1b2b5aead8538a7b84508290d0abfbc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-08 / Adolescence is legally identified in Brazil as a period between 12 and 18 years of age, which are experienced biopsychosocial level transformations. If adolescents present behavior in conflict with the law, educational measures may be applied in open or closed. Monitoring the family and adolescent in the fulfillment of socio-educational measures amid open to provide Services to the community and Assisted Freedom takes place through the Centro de Referência Especializado de Assistência Social (CREAS). The present research is characterized as descriptive, qualitative measures, and aimed to assess the parental style and food insecurity of seventeen families of teenagers in fulfillment of socio-educational measure on the CREAS of County of Dois Vizinhos, State of Paraná, considering these as factors that promote impacts on regional development and in the performance of public policies. The application of Parental Styles inventory to teens and their mothers, and in these, the implementation of Escala Brasileira de Insegurança Alimentar (EBIA) to know the percentage of food insecurity of these families. The results show that teens have assessed their mothers with a below-average parenting style in ten cases (58.8%), it was noted in the assessment of mothers about their own conduct. On average between the results of teenagers and mothers compared, only one family (5.9%) achieved great result, five families (29.4%) were classified as at risk, and four families (23.5%) in regular situation. Applying the Wilcoxon test identified that the answers of the adolescents and their mothers in relation to parental style did not show significant variation, with exception to the moral behavior, where there was no difference between the perception of the teenagers and their mothers. The results of the application of EBIA pointed to the existence of 24% of the surveyed families in situation of food security. Mild food insecurity was observed in 24% of households, moderate for 35% of families and serious in 17% of families surveyed. The degrees of food insecurity are high compared to other samples of the population, however, no similar studies have been found. Identifies this way parental style and food insecurity are variables that make up the framework of vulnerability to which are subjected teenagers in conflict with the law, requiring the joint performance of public policies to overcome the hazard identified / A adolescência é legalmente identificada no Brasil como um período entre os 12 e os 18 anos de idade no qual são vivenciadas transformações a nível biopsicossocial. Caso o adolescente apresente comportamento em conflito com a lei, podem ser aplicadas medidas socioeducativas em meio aberto ou fechado. O acompanhamento da família e do adolescente em cumprimento de medida socioeducativa em meio aberto de Prestação de Serviços à Comunidade e Liberdade Assistida se dá através do Centro de Referência Especializado de Assistência Social (CREAS). A presente pesquisa caracteriza-se como descritiva, de cunho qualitativo, e teve como objetivo avaliar o estilo parental e a insegurança alimentar de dezessete famílias de adolescentes em cumprimento de medida socioeducativa no CREAS do município de Dois Vizinhos, estado do Paraná, considerando estes como fatores que promovem impactos no desenvolvimento regional e na atuação das políticas públicas. Foi realizada a aplicação do Inventário de Estilos Parentais aos adolescentes e às suas respectivas genitoras, e nestas, a aplicação da Escala Brasileira de Insegurança Alimentar (EBIA) para conhecer o percentual de insegurança alimentar destas famílias. Os resultados apontam que os adolescentes avaliaram suas mães com um estilo parental abaixo da média em dez casos (58,8%), o mesmo foi observado na avaliação das mães sobre suas próprias condutas. Na média entre os resultados dos adolescentes e das genitoras comparados, apenas uma família (5,9%) alcançou o resultado ótimo, cinco famílias (29,4%) foram classificadas como de risco, e quatro famílias (23,5%) em situação regular. A aplicação do teste de Wilcoxon identificou que as respostas dos adolescentes e de suas genitoras em relação ao estilo parental não apresentaram variação significativa, com exceção à variável de comportamento moral, a qual houve diferença entre a percepção dos adolescentes e de suas genitoras. Os resultados da aplicação da EBIA apontaram para a existência de 24% das famílias pesquisadas em situação de segurança alimentar. A insegurança alimentar leve foi observada em 24% das famílias, moderada para 35% das famílias e grave em 17% das famílias pesquisadas. Os graus de insegurança alimentar são elevados se comparados a outras amostras da população, todavia, não foram encontrados estudos semelhantes. Identifica-se desta forma que o estilo parental e a insegurança alimentar são variáveis que compõem o quadro de vulnerabilidade ao qual estão submetidos os adolescentes em conflito com a lei, demandando a atuação conjunta das políticas públicas para a superação das situações de risco identificadas.

No description available.

O Programa de Enriquecimento Instrumental (PEI) é um programa psicoeducativo que busca, por meio de instrumentos apropriados, estimular funções cognitivas de forma que o aluno otimize seu pensamento e torne-o mais reflexivo. O objetivo desta pesquisa foi realizar uma avaliação da influência do Programa de Enriquecimento Instrumental sobre algumas funções cognitivas dos idosos, quais sejam: resolução de problemas, memória, atenção e concentração. Participaram 66 indivíduos voluntários de ambos os sexos, com idade igual ou superior a 60 anos, fisicamente independentes e saudáveis, com escolaridade mínima 4ª série do ensino fundamental I (atual 5º ano) e máxima 8ª série do ensino fundamental II (atual 9º ano), sem restrições quanto ao nível socioeconômico, subdivididos em dois grupos: experimental e controle. Os sujeitos de ambos os grupos foram avaliados antes do início do programa de intervenção (fase pré-teste) e ao seu final (fase pós-teste) por meio dos seguintes testes: Teste Wisconsin de classificação de cartas versão para idosos, subescala memória do Exame Cognitivo de Addenbrooke, Teste de Memória de Lista de Palavras, Teste de Repetição de Pseudoplavaras, subescala atenção e orientação do Exame Cognitivo de Addenbrooke e teste de Trilhas parte A e parte B. Com o objetivo de rejeitar a hipótese de que a melhora do desempenho do grupo experimental, que recebeu a intervenção cognitiva, pudesse ser devida a aprendizagem dos testes na primeira fase em que foram aplicados, outros testes para avaliação das mesmas funções investigadas foram realizados nas fases pós e reteste, esta última realizada após três meses do término do programa de intervenção. Os testes com este objetivo foram: subteste cubos da Escala Wechsler Abreviada de Inteligência, testes de extensão de dígitos em ordem direta e em ordem inversa da Escala de Memória Wechsler de Inteligência para Adultos, Bateria Psicológica para Avaliação da Atenção. A escala de autoestima foi aplicada nas fases pré, pós e reteste apenas para o grupo experimental. As aulas do Programa de Enriquecimento Instrumental foram ministradas ao grupo experimental pela pesquisadora durante cinco meses e meio, uma vez por semana com a duração de 90 minutos cada, totalizando 21 aulas. A avaliação dos resultados mostrou que o Programa de Enriquecimento Instrumental levou a um maior desempenho do grupo experimental quando comparado ao grupo controle em todas as funções cognitivas analisadas, as quais ou se mantiveram ou apresentaram melhoras no desempenho mesmo após três meses do término do programa. Na discussão dos resultados procurou-se identificar e relacionar os instrumentos do PEI com as funções cognitivas avaliadas / The Instrumental Enrichment Program (IEP) is a psycho-educative program that seeks, through appropriate instruments, to stimulate cognitive functions so the student optimizes her/his thinking and makes it more reflective. The objective of this research was to conduct an assessment of the Instrumental Enrichment Program influence on some cognitive functions of the elderly, such as: problem solving, memory, attention and concentration. Sixty-six volunteers from both sexes participated, aged 60 years or older, physically independent and healthy, schooled until the 4th grade of elementary school (currently 5th year) at minimum and until the 8th grade of secondary school (currently 9th year) at maximum, without restrictions on the socioeconomic level, subdivided into two groups: experimental and control. The subjects from both groups were assessed before the intervention program (pre-test phase) and its ending (post-test phase) through the following tests: Wisconsin Card Sorting Test version for the elderly, memory subscale of Addenbrookes Cognitive Examination, Word List Memory Test, Pseudowords Repetition Test, attention and guidance subscale of Addenbrooke\'s Cognitive Examination, and Trails Test parts A and B. In order to reject the hypothesis that improvement in the experimental group performance, that received cognitive intervention, could be due to the learning of tests during the first phase in which they have been applied, other tests for evaluation of the same investigated functions were performed in post-test and retest phases, the latter performed after three months of the intervention program completion. The tests used for this purpose were: Wechslers Abbreviated Scale of Intelligence cubes subtest, digit extension tests in direct and in reverse order from Wechslers Adult Intelligence Memory Scale, and Psychological Battery for Attention Assessment. The self-esteem scale was applied in the pre, post and retest phases only for the experimental group. The Instrumental Enrichment Program classes were given to the experimental group by the researcher for five and a half months, once a week, lasting 90 minutes each, totaling 21 classes. Evaluation of the results showed that the Instrumental Enrichment Program has led to a higher performance by the experimental group compared to the control group in all cognitive functions analyzed, which either remained or showed improvement in performance even after three months of program completion. The discussion of results sought to identify and relate the IEP instruments with the assessed cognitive functions

This study discussed past research, litigation, and legislation that pertained to the topics of parental involvement in special education. Past barriers were discussed that kept parents from interacting and suggestions were provided for future help in overcoming these barriers. In particular, parental perceptions of their roles as communicators and decision makers in the special education process were examined in terms of ethnicity and child’s educational level. Very few items found differences between the perceptions of Hispanic parents when compared to the perceptions of white parents; and some items found as children advance academically, there is less agreement among parents that they were able to be good communicators and good decision makers. Still, this research study showed that, overall, parents in Texas perceive that schools are allowing them to at least adequately fulfill these roles. Thus, the results of this study are much more positive than past research, which indicated that parents felt left out of their children’s education. This more positive perception could be a result of legislation passed to ensure parental roles in educational decision making; it could be a result of actions taken by the state of Texas to monitor the enactment of this legislation; or it could be because schools are taking a more active role in providing best practice services to students and parents in terms of communication and decision-making opportunities; or it could be because the parents who answered the survey were particularly compliant or complacent.