Inclusive education occupies a central place in the education policies of South Africa (SA, 2001). This study explored whether the principles of inclusive education as set out in White Paper 6, are becoming a reality in primary school classrooms in South Africa. A literature study was undertaken to highlight the importance and the policy initiatives and principles of inclusive education. The literature review provided the framework for designing the interview questions that were utilized to gauge the perceptions and experiences of teachers regarding the implementation of inclusive education by means of focus group interviews. By means of a qualitative, phenomenological study, the focus group interviews were conducted with a convenient and purposively selected sample of primary school teachers (n = 18) in the Johannesburg South District of the Gauteng Department of Education. The interview data revealed that teachers do have an understanding of the importance of inclusive education, and appear to be knowledgeable on what the inclusive education policy entails. Furthermore, the teachers attempt to provide differentiated teaching, learning and assessment to address the wide variety of learning barriers in their classrooms. However, comprehensive knowledge about the wide variety of strategies to accommodate all learning needs appears to be lacking. The teachers noted that their training, resources and facilities are not adequate for the effective implementation of the policy principles in South African classrooms. The findings revealed that although the inclusive education policy is positively accepted by the teachers, its implementation appears to be superficial due to the cited challenges faced by the participants. The study is concluded with recommendations on how to promote the implementation of the challenging inclusive education policy principles in order to minimize the gap between policy and implementation. / MEd, Learner Support, North-West University, Vaal Triangle Campus, 2013

Inclusive education occupies a central place in the education policies of South Africa (SA, 2001). This study explored whether the principles of inclusive education as set out in White Paper 6, are becoming a reality in primary school classrooms in South Africa. A literature study was undertaken to highlight the importance and the policy initiatives and principles of inclusive education. The literature review provided the framework for designing the interview questions that were utilized to gauge the perceptions and experiences of teachers regarding the implementation of inclusive education by means of focus group interviews. By means of a qualitative, phenomenological study, the focus group interviews were conducted with a convenient and purposively selected sample of primary school teachers (n = 18) in the Johannesburg South District of the Gauteng Department of Education. The interview data revealed that teachers do have an understanding of the importance of inclusive education, and appear to be knowledgeable on what the inclusive education policy entails. Furthermore, the teachers attempt to provide differentiated teaching, learning and assessment to address the wide variety of learning barriers in their classrooms. However, comprehensive knowledge about the wide variety of strategies to accommodate all learning needs appears to be lacking. The teachers noted that their training, resources and facilities are not adequate for the effective implementation of the policy principles in South African classrooms. The findings revealed that although the inclusive education policy is positively accepted by the teachers, its implementation appears to be superficial due to the cited challenges faced by the participants. The study is concluded with recommendations on how to promote the implementation of the challenging inclusive education policy principles in order to minimize the gap between policy and implementation. / MEd, Learner Support, North-West University, Vaal Triangle Campus, 2013

Made available in DSpace on 2015-05-07T15:09:58Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2071363 bytes, checksum: 8dafdb2a10c4fa2a49298b57e6d7e138 (MD5) Previous issue date: 2010-12-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The multiplication strategy within the range of inclusion public policies from the Education Ministry - MEC, object of the present study, has been widely used in Brazil as a way of reaching all boroughs in this country of continental dimensions. According to the international guidelines, through different programs, the Education Ministry has adopted this strategy, in order to organize the multipliers formation, from boroughs that are situated in the five regions of the country. The research field of this study is specifically the Program Inclusive Education: the right to diversity - PEI: DD, established in Brazil by The Special Education Secretary Seesp-since 2003. Although this strategy has been current practice in the political actions of the federal government, the studies that hold the genesis, monitoring and knowledge of the multiplication process results in Brazil are still unknown. This investigation, conducted in the field of Cultural Studies and Inclusive Education, adopted the methodology Case Study and Grounded Theory for the theoretical construction based on data collected in the research field. Five boroughs, chosen as pole, were investigated : Salvador, Feira de Santana, Juazeiro, Vitoria da Conquista and Barreiras, from 2003 to 2008. The work was grounded on the qualitative research through the case study methodology. A total of 15 municipal representatives, one representative from the state and five, from the federal level participated in the research. The focus was a wide variety of evidences, as research techniques, besides the semi-structured interview, a survey of official documents and the change timeline were used by the participants who judged that there had been significant changes in their practice that could be associated to the Program, Media and the Research Diary- PDS, in which sensations and information were recorded under the researcher view in her research itinerary. The data were analyzed through similarities, contrasts and barriers among the boroughs that are field of the research. Considering the territorial dimension of our country, the findings indicate that there are similarities in the actions realized by the PEI boroughs: DD and the innumerable barriers inherent to the own administrative policy from the federal government that ties the multiplication agents. It also illuminates the urgency of the implementation of evaluative and comparative studies from the results of the multiplication strategy application to the public policies of inclusion, aiming to analyze its effectiveness at the national level and reset it to the local and regional reality, in addition to helping ensure the optimization of investment in improving the quality of education for all, including those with disabilities. The study also is expected to contribute to the advancement of the debate and knowledge on the area of public policies and, more specifically, the strategies of dissemination of inclusion educational policies in Brazil. / A estratégia de multiplicação no âmbito de políticas públicas de inclusão do Ministério da Educação MEC, objeto do presente estudo, vem sendo amplamente utilizada no Brasil como forma de alcançar todos os municípios de um país de dimensão continental. Em consonância com diretrizes internacionais, por meio de diferentes programas, o MEC adota essa estratégia, a partir da qual organiza a formação de multiplicadores de municípios localizados nas cinco regiões do país. O presente estudo tem como campo de pesquisa especificamente o Programa Educação Inclusiva: direito à diversidade PEI: DD, implantado no Brasil desde o ano de 2003 pela Secretaria de Educação Especial Seesp. Muito embora tal estratégia constitua prática corrente nas ações políticas do governo federal, ainda são desconhecidos os estudos que se detenham à gênese, acompanhamento e conhecimento dos resultados do processo de multiplicação no Brasil. Esta investigação, realizada no campo dos Estudos Culturais e Educação Inclusiva, adotou a metodologia Estudo de Caso e a Teoria Fundamentada para a construção teórica a partir dos dados colhidos no campo de pesquisa. Foram investigados cinco municípios-polo, a saber: Salvador, Feira de Santana, Juazeiro, Vitória da Conquista e Barreiras, no período de 2003-2008. O trabalho alicerçou-se na pesquisa qualitativa através da metodologia de estudo de caso. Participaram da pesquisa um total de 15 representantes da esfera municipal, um representante da esfera estadual e cinco representantes da esfera federal. Primando pela ampla variedade de evidências, como técnicas de pesquisa, além da entrevista semiestruturada, foram utilizados levantamento de documentos oficiais, a linha de tempo da mudança preenchida apenas pelos participantes que julgaram ter havido mudanças significativas em sua prática que pudessem estar associadas ao Programa, meios de comunicação e o Diário de Pesquisa DPq, no qual foram registradas sensações e informações colhidas sob o olhar da pesquisadora em seu itinerário de pesquisa. Os dados foram analisados através de semelhanças, contrastes e barreiras entre os municípios campo da pesquisa. Dada a dimensão territorial do país, os achados indicam que há similaridades nas ações realizadas pelos municípios do PEI: DD e inúmeras barreiras, inclusive, inerentes à própria política administrativa do governo federal, que engessam os agentes de multiplicação. Também ilumina a urgência da implementação de estudos avaliativos e comparativos dos resultados da aplicação da estratégia de multiplicação de políticas públicas de inclusão visando a analisar sua efetividade no âmbito nacional e reajustá-lo à realidade local e regional, além de contribuir para assegurar a otimização do investimento na melhoria da qualidade da educação para todos, incluindo aqueles com deficiência. Com o estudo, espera-se contribuir para o avanço do debate e conhecimento na área de políticas públicas e, mais especificamente, das estratégias de disseminação de políticas educacionais de inclusão no Brasil.

Made available in DSpace on 2017-07-21T20:31:59Z (GMT). No. of bitstreams: 1 Melina Joslin.pdf: 1066964 bytes, checksum: c6ec2f63d6051168d3d449cb246bdbd7 (MD5) Previous issue date: 2012-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to investigate how the policy of inclusion of students with special needs was put into practice in municipal schools in Ponta Grossa – PR. The research was based on the policy cycle approach (Bowe et al., 1992; Ball, 1994) and the theory of policy enactment (Ball; Maguire; Braun, 2012), as well as other authors who discuss aspects of the role of the State in the definition of educational politics (Carnoy, 1986; Dourado, 2007), curriculum and inclusion (Stainback; Stainback, 1999; Gimeno Sacristán; Pérez Gomez, 1998; Gimeno Sacristán, 2000), the right to education (Cury, 2000), exclusion and inclusion (Martins, 1987), integration and inclusive education (Mazzotta, 2005; Fernandes, 2007; Mantoan, 2006). The research was carried out in two municipal schools in Ponta Grossa – PR and comprised: a) interviews with professionals who were involved with Special Education in the Municipal Secretariat of Education - MES (context of context), b) official documents analysis and interview with the Municipal Secretary of Education and the Inclusive Education team (context of text production); c) analysis of practice context, through interviews with headteachers, deputy heads and teachers, and participant observation in two regular classes and in a multifunctional class (first years of primary school). The main conclusions were as follows: a) inclusion politics is still in construction and poses several challenges to the educational management (MES), school managers and teachers; b) due to the challenges that inclusion brings to the education system as a whole, from the aid and support offered to teachers, school infrastructure to other contextual aspects, the inclusion of students with special needs in the regular school might become a weak, unstable and marginal one (Martins, 1987); c) in the context of practice, practitioners create different strategies to put the politics into practice (translation and interpretation processes), and in some contexts the inclusive process becomes more favorable to the development and learning processes of students with special education needs who attend regular classes, while in other contexts, the access to curriculum and global development of students might be hampered. Finally, it is important to highlight that Inclusive Education is a process that demands long time for concretization and targets all students without distinctions. Due to the conditions of the context where the policy is put into practice and the translations carried out by school agents, the schools might be closer or farther from what can be considered as an ideal model or inclusive education. / A presente pesquisa teve como objetivo investigar como a política de inclusão de alunos com necessidades especiais era colocada em ação em escolas da Rede Municipal de Ensino de Ponta Grossa – PR. A pesquisa fundamentou-se na abordagem do ciclo de políticas (Bowe et al., 1992; Ball, 1994) e da teoria da política em ação (Ball; Maguire; Braun, 2012), bem como em autores que discutem aspectos do papel do Estado na definição de políticas educacionais (Carnoy, 1986; Dourado, 2007), currículo e inclusão (Gimeno Sacristán; Pérez Gomez, 1998; Stainback; Stainback, 1999; Gimeno Sacristán, 2000), direito à educação (Cury, 2000), exclusão e inclusão (Martins, 1987), integração e educação inclusiva (Mazzotta, 2005;Mantoan, 2006; Fernandes, 2007). A pesquisa foi desenvolvida em duas escolas da Rede Municipal de Ensino de Ponta Grossa – PR e abrangeu: a) entrevistas com profissionais que estiveram envolvidos com a Educação Especial na Secretaria Municipal de Educação - SME (contexto de influência); b) análise de documentos oficiais e entrevista com a Secretária Municipal de Educação e com a equipe de Educação Inclusiva (contexto da produção do texto); c) análise do contexto da prática, por meio de entrevistas com diretoras, pedagogas e professoras e observação participante em duas classes regulares e em uma sala de recursos multifuncionais (anos iniciais do Ensino Fundamental). As principais conclusões foram as seguintes: a) a política de inclusão está ainda em construção e coloca inúmeros desafios para a gestão educacional (SME), gestores escolares e professores; b) em virtude dos desafios que a inclusão coloca ao sistema educacional como um todo, do nível de apoio e suporte oferecido aos professores, da infraestrutura das escolas e de outros aspectos contextuais, a inclusão de alunos com necessidades especiais na escola regular pode constituir-se em uma inclusão frágil, instável, marginal (Martins, 1987); c) no contexto da prática, os profissionais da educação criam diferentes estratégias para pôr a política em ação (processos de tradução e interpretação), sendo que em alguns contextos o processo inclusivo torna-se mais favorável ao processo de desenvolvimento e aprendizagem dos alunos com necessidades educacionais especiais matriculados na classe regular, enquanto que, em outros contextos, o acesso ao currículo e o desenvolvimento global dos alunos podem ser dificultados. Finalmente, destacase que a Educação Inclusiva é um processo que demanda um tempo longo para sua concretização e destina-se a todos os alunos indistintamente. Em virtude das condições do contexto onde a política é colocada em ação e das traduções realizadas pelos agentes escolares, as escolas podem estar mais próximas, ou mais distantes, do que pode ser considerado como um modelo ideal de educação inclusiva.

This diploma thesis concerns the topic of inclusive education in the Czech Republic with a focus on school counseling staff as the main representatives of street-level bureaucracy in the process of inclusive education. The general aim of this study is to examine the situation after the implementation of the Amendment No. 82/2015 Coll. of the Education Act from the point of view of school counseling staff. Moreover, the study also examines whether the current position of street-level bureaucracy in the inclusive education process is well-set and whether the current system settings meet the needs of the recipients of service. The objectives are fulfilled via qualitative research, particularly eight semi- structured interviews with school counseling staff and two semi-structured interviews with NGO representatives, and analysis of relevant public policy documents. Based on the qualitative research among these respondents, it concludes that the work concluded that there is scope for improvement in many ways in the current form of inclusive education in the Czech Republic, especially in staffing, financial support and mutual communication and cooperation among the actors involved.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2016-11-24T16:37:12Z No. of bitstreams: 2 Dissertação - Ivone Rodrigues dos Santos - 2016.pdf: 3895781 bytes, checksum: bd8e5637787e0fe105087080fc0604d6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-11-28T17:55:09Z (GMT) No. of bitstreams: 2 Dissertação - Ivone Rodrigues dos Santos - 2016.pdf: 3895781 bytes, checksum: bd8e5637787e0fe105087080fc0604d6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-11-28T17:55:09Z (GMT). No. of bitstreams: 2 Dissertação - Ivone Rodrigues dos Santos - 2016.pdf: 3895781 bytes, checksum: bd8e5637787e0fe105087080fc0604d6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-08 / This study aimed to analyze the administrative and pedagogical implications of theoretical and pedagogical basis that guide the Special Education and Inclusive Education policy,mainly to the supply and structuring of Specialized Educational Assistance (ESA) in municipal education networks of Aparecida de Goiânia / GO and Cascavel / PR.The research is characterized as a bibliographic and documentary research and field research, having as a procedure for data collection and registration, semi-structured interviews, recorded in audio. The analysis of data obtained through the legal regulations of the operationalization of the Specialized Educational Assistance (National Special Education Policy on Inclusive Education Perspective 2008, Resolution No. 4 of 02 October 2009, Decree No. 7611 of November 17, 2011); of current National Education Plan - PNE (BRAZIL, 2014); the guiding documents at the municipal level and the interviews were subsidized by theoretical and philosophical assumptions of Historical – critical Pedagogy, and Historical – Cultural Psychology. Based on a set of theoretical basis, here identified as "pragmatic miscellaneous" and "critical miscellaneous " we found that the municipalities are articulating differently the operation of this service. On the one hand , the ESA is being interpreted as a strategy to offset deficiencies of different orders , defending the organization of the pedagogical work centered on a productivist conception of education , limited to a man structuring naturalizing framework and considering the human being in the abstract, disconnected from a contextual engagement.On the other hand, following the same legal and operational guidelines, we find different possibilities to direct human development, without, however, losing sight of its educational specificity: the transmission of objective knowledge historically produced and interpreted as a condition for development. Based on the results, we emphasize the importance of educational theory guiding the educational practice, noting that overcoming the fragmented practices , fetishized and alienated , are the global social practice and / or educational practice is necessarily tied to a theory of critical praxis, transforming power relations, therefore, the historical, political and economic determinants affect the process / Este estudo teve como objetivo analisar as implicações administrativo-pedagógicas das bases teórico-pedagógicas que norteiam a Educação Especial e a política de Educação Inclusiva, fundamentalmente para a oferta e a estruturação do Atendimento Educacional Especializado (AEE) nas redes municipais de ensino de Aparecida de Goiânia/GO e Cascavel/PR. A investigação caracteriza-se como sendo uma pesquisa bibliográfico-documental e de campo, tendo como procedimento para a coleta e registro de dados, a entrevista semiestruturada gravada em áudio. A análise dos dados obtidos a partir das normativas legais da operacionalização do Atendimento Educacional Especializado (Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva de 2008, Resolução nº 4 de 02 de outubro do 2009, Decreto nº 7.611 de 17 de novembro de 2011); do atual Plano Nacional de Educação; dos documentos orientadores no âmbito municipal e das entrevistas realizadas foram subsidiados pelos pressupostos teórico-filosóficos da Pedagogia Histórico-Crítica e da Psicologia Histórico-Cultural. Fundamentados por um conjunto de bases teóricas, aqui identificadas como “miscelâneas pragmáticas” e “miscelâneas críticas”, constatamos que os municípios estão articulando de forma distinta a operacionalização desse serviço. Por um lado, o AEE está sendo interpretado como estratégia para compensar deficiências de diferentes ordens, defendendo a organização do trabalho pedagógico centrado em uma concepção produtivista de educação, limitando-se a um quadro naturalizante de estruturação do homem e considerando o ser humano em abstrato, desvinculado de um engajamento contextual. De outro lado, seguindo as mesmas orientações legais e operacionais, verificamos possibilidades diferenciadas de promover o desenvolvimento humano, sem, contudo, perder de vista sua especificidade pedagógica: a transmissão do saber objetivo produzido historicamente e interpretado como condição para o desenvolvimento. Com base nos resultados, enfatizamos a importância da teoria educacional como orientadora da prática educativa, ressaltando que a superação das práticas fragmentadas, fetichizadas e alienadas, sejam da prática social global e/ou da prática educacional, está, necessariamente, vinculada a uma teoria da práxis crítica, transformadora das relações de poder, pois os determinantes históricos, políticos e econômicos incidem sobre o processo.