Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 14, 2006). Includes bibliographical references.

Thesis (M.S.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains iv, 42 p. Includes abstract. Includes bibliographical references (p. 34-38).

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 12, 2006. Dissertation Committee: George Padavil (chair), Paul Baker, James Palmer, Mark Swerdlik. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.

Thesis (PhD(Educational Psychology))--University of Pretoria, 2006. / Summary in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lee Cross. Includes bibliographical references (p. 152-163).

Text in Afrikaans / Presently, within the South African Educational system. there is an indinatlon towards a single indusive educational system. Since the implementation of such a system lodges with the educator within the classroom. factors that have a bearing on the role of the educator. seen from an educational psychological perspective in conjunction with a literature study as well as a quantitative research are hereby researched. Attention is also devoted to the setting of guidelines by the educational psychologist for the educator in respect of the implementation of this given concept. / Educational Studies / M.Ed. (Voorligting)

Orientadora: Claudia Regina Mosca Giroto / Banca: Fabiana Cristina Frigieri de Vitta / Banca: Rosimar Bortolini Poker / Resumo: Esta pesquisa teve como objetivo descrever e analisar o Atendimento Educacional Especializado (AEE) no contexto dos anos iniciais do Ensino Fundamental em Ribeirão Preto, no Estado de São Paulo e identificar qual é a percepção do especialista acerca desse atendimento. Fundamenta-se teoricamente, em estudos sobre a Educação Inclusiva no Brasil e sobre o AEE, bem como nos documentos oficiais que regem a Educação Inclusiva no Brasil e no referido município. Sob uma abordagem qualitativa, de cunho interpretativista, o presente estudo foi empreendido em duas etapas: pesquisa documental, a partir da análise do Plano Municipal de Educação de Ribeirão Preto (PME-RP); e pesquisa de campo, que compreendeu a aplicação de questionário aberto, junto a quatro professores especialistas, atuantes em salas de recursos multifuncionais (SRM). Em relação à análise documental, a pesquisa revelou a ausência de um documento próprio na esfera municipal que normatize o AEE e que o documento analisado, o PME-RP, retrata poucos elementos sobre a estruturação e organização desse serviço. A pesquisa de campo demonstrou que os professores especialistas apresentam uma visão positiva sobre os serviços desenvolvidos no AEE em relação ao público alvo atendido e aos recursos pedagógicos, porém há carência de recursos humanos de apoio multiprofissional. A formação docente está de acordo com os pressupostos legais e há um compromisso do corpo docente e da comunidade escolar na dinâmica da Educação Especial, além... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to describe and to analyze the Special Education Services offered in the early years of elementary school in Ribeirão Preto - a city in São Paulo state - and identify how special education teachers perceive such service. It is based theoretically in studies on Inclusive Education in Brazil, Special Education Services, Brazilian educational documents concerning to Inclusive Education in Brazil and Ribeirão Preto. This study was carried on under a qualitative interpretive approach and was undertaken in two stages: documentary analysis, focusing on Ribeirão Preto's Education Plan; and field research, which included the application of an open ended questionnaire to 4 special education teachers who work in cross-functional resource rooms. As regards the documentary analysis, it was developed the main theme Organization and Special Education at Ribeirão Preto's Educational Plan. From the analysis of the responses received to the questionnaire it was developed the main theme "The Special Education Services in the view of the special education teachers". The findings of this research point that in Special Education Services is efficient in Ribeirão Preto with respect to the target group and learning resources, but there is a lack a supporting cross-functional team. Teacher training mets the legal requirements and there is a commitment of the teaching staff and the school community in the dynamics of Special Education, in addition to efforts by the municipal government. The operation and structure of the Special Education Services offered in Ribeirão Preto city go further the official documents guidelines, in quality and efficiency. / Mestre

Orientador: Lúcia Pereira Leite / Banca: Anna Augusta Sampaio de Oliveira / Banca: Rosimar Bortolini Poker / Resumo: No contexto da educação inclusiva, devem ser garantidos a todo e qualquer aluno o acesso e permanência no processo educacional por maiores que sejam as suas diferenças. Assim, este estudo teve como objetivo caracterizar o funcionamento de uma sala de recursos e realizar intervenção junto a uma educadora especialista para auxiliá-la na implementação de ações educacionais inclusivas. A pesquisa teve como participante uma professora de sala de recursos lotada em escola da rede pública de ensino. O procedimento de coleta de dados caracterizou-se por cinco fases: 1) caracterização da realidade por este estudo investigada, através de observações sistemáticas quanto a horário de atendimento, número de alunos, condições físicas da sala, existência e utilização de equipamentos de apoio pedagógico, características gerais da população atendida, da atuação pedagógica e das atividades realizadas; 2) análise do plano de ensino ou proposta pedagógica utilizada pela professora tomando como base a existência de adaptações em função das necessidades do aluno, existência de metas para o aluno no ensino comum e existência de estratégias de colaboração com o respectivo professor do ensino comum; 3) aplicação de um roteiro norteador de entrevista pré e pós intervenção para investigar a compreensão da professora acerca do funcionamento da sala de recursos; 4) realização de encontros para discussão teórica relacionada à temática do ensino inclusivo; 5) realização de encontros para o preenchimento do Documento Individual de Adaptações Curriculares e acompanhamento em sala para a implementação do mesmo. / Abstract: In the context of the educational inclusion, the access and permanence in the educational process must be guaranteed to all students, even though the differences are extremely significant. So, the goal of this study was to analyze the context of room of resources and realize an intervention with a special educator on promoting inclusive educational practices. Data were collected in five phases: 1) characterization of the investigated context following systematic observations according to period of attendance, number of students, physical conditions of the classroom, existence and use of pedagogical materials, main characteristics of the population attended, the pedagogical performance and teaching activities; 2) analysis of the pedagogical plan of the room of resources based on the existence of adaptations to the needs of the students, the existence of goals for the student in the common classroom, and the existence of strategies of contribution with the respective teacher of the regular classroom; 3) application of interview before and after intervention to investigate the comprehension of the educator about the functions of the room of resources; 4) theoretical discussions following the thematic of inclusive education; 5) meetings to fulfill the Individual Document of Curricular Adaptations and implementation of the documents. The following analysis procedure was: 1) characterization of the investigated context based on the comparison with the legal documents referred to the functioning of the room of resources; 2) analysis of the interviews realized before and after the period of intervention and 3) analysis of Individual Documents of Curricular Adaptations. As results, the study showed divergences between the laws and the context of the room of resources investigated. / Mestre

Orientador: Vera Lúcia Messias Fialho Capellini / Banca: Anna Augusta Sampaio de Oliveira / Banca: Lucia Pereira Leite / Resumo: Os sistemas educacionais brasileiros encontram-se com o desafio de atender no âmbito da classe comum os estudantes público-alvo da educação especial, para os quais estão previstos suportes intersetoriais. Assim, definiu-se como temática central deste estudo, a interface entre psicologia e Educação Especial. A fim de conhecer esta relação, o objetivo desta pesquisa foi traçar um panorama a respeito das atividades realizadas por psicólogos de clínicas e instituições especializadas no sistema público educacional, a partir da opinião destes profissionais e de professores, tendo como foco de discussão as contribuições da atuação dos profissionais de psicologia ao trabalho destes professores que atendem alunos Público-Alvo da Educação Especial em suas classes. Delineou-se uma pesquisa de caráter qualitativo, cujos instrumentos de coleta de dados foram três questionários semiestruturados dirigidos e aplicados aos professores de classe comum, especializados em Educação Especial e a psicólogos de instituições especializadas, e clínicas conveniados às escolas municipais que atendem o Público-Alvo da Educação Especial. A técnica utilizada para o procedimento de análise de dados foi a Análise de Conteúdo de Bardin e a teoria Histórico-Cultural que fundamentou a concepção de homem e seu desenvolvimento. Os resultados possibilitaram conhecer alguns elementos da realidade de trabalho dos professores e a forma como ocorre a atuação do profissional de psicologia em contexto escolar, especific... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Brazilian education systems are faced with the challenge of attending within the common class the target public education students, for whom intersectoral supports. In order to understand this relationship, the objective of this research was to trace a panorama regarding the activities performed by psychologists that work in clinics and specialist institutions in the public system of education, from the opinion of these professionals and teachers, having as a focus for discussion the contributions of the actions of the professionals of psychology to the work of these teachers that teachs students from the target audience of Special Education into their classes. It outlined a research of a qualitative nature, whose instruments of data collection were three structured questionnaires directed and applied to common class teachers, specialists in Special Education and the psychologists that work in clinics and specialized institutions whose meet students from the target audience of Special Education forwarded municipal schools. The technique used for the procedure of data analysis was the analysis of contents of Bardin and Historic-cultural theory that substantiate the conception of man and his development. The results allowed to know some elements of the reality of the work of teachers and how it occurs to the professional practice of psychology in the school context, specifically related to students from the target audience of Special Education. The performance of the psychologist was regarded as necessary for the care of the school demands, but in reality, this professional rarely visit the schools or establishes partnerships with teachers to discuss cases. It was noted that there is little knowledge about the function of the psychologist in the field of Special Education in the school context... (Complete abstract electronic access below) / Mestre

The purpose of this study was threefold: (a) to explore teachers’ knowledge and beliefs about inquiry within an inclusive classroom, (b) to determine teachers’ perceptions of the influence of inquiry within their practice, (c) to examine teachers’ challenges and barriers to implementing inquiry within an inclusive classroom. This in-depth case study employed interviews, observations, and focus group discussions to gather qualitative data concerning this phenomenon. The participants included three science teachers (two elementary, one middle school) and one middle school Social Studies and English Language Arts (ELA) teacher. This study took place at a private school in a suburban area in a Midwestern city in the United States. The study findings showed the complexity of understanding teachers’ perceptions and how teachers’ beliefs conflicted with their practice. Teachers held different views about the meaning of inquiry and most lacked a solid understanding of the process of inquiry; this could be attributed to a lack of relevant professional development during their preparation program or education. Some teachers believed that having students with different abilities and skill levels was more challenging than implementing inquiry. However, most of the teachers were unsure about what inquiry was. The science teachers expressed more sustentative substantive challenges with implementing inquiry, standards, and literacy. The results of this study suggest that educators clarify the meaning of inquiry and simplify the process of implementing it with the assistance of definitive professional development. Teacher educators need to provide a course for teaching methods that implement inquiry in conjunction with inclusive education to especially improve science education. When implementing inquiry, teachers need to recognize the importance of challenging students to think by providing critical-thinking questions in a non-threatening way.