abstract: The following study evaluated the effectiveness of a self-monitoring strategy on independent work behavior. The three subjects were in first grade, seven years old, identified with mild mental retardation (MIMR), and had an Individualized Education Plan (IEP) with targeted functional academic and behavior goals. The purpose of this study was to investigate the effect of a self-monitoring strategy on on-task independent work behavior and task completion. The research sought to determine whether or not a self-monitoring strategy would affect on-task independent work behavior and task completion. A multiple baseline across subjects design was used. Data were collected using a frequency count of off-task behavior. The self-monitoring strategy was found to be successful with all three subjects in the study. Overall, the subjects demonstrated a decrease in off-task behavior during independent work time after the intervention was introduced. / Dissertation/Thesis / M.A. Special Education 2010

This master thesis will concentrate on problems of inclusive education of pupils with mild retardation in primary school. The thesis will be split into two parts, theoretical and practical. In the theoretical part, terms such as mental retardation, inclusion, inclusive education, inclusive school, and inclusive class will be defined, along with other terms which are interconnected with these issues. The theoretical part of the thesis will end with a chapter on education of pupils with mild mental retardation in primary school, elaborating on conditions which are important for successful inclusive education as well as problems and benefits which inclusive education may bring about. The practical part will deal with analyse and description of the process of inclusive education of pupils with mild mental retardation in chosen secondary school in Prague. For gathering the necessary data, qualitative and quantitative methods of research will be used.

Made available in DSpace on 2016-04-27T16:32:44Z (GMT). No. of bitstreams: 1 Ismael Pereira de Siqueira.pdf: 897738 bytes, checksum: 4a22bb2c1d50bec50291376c88174d45 (MD5) Previous issue date: 2013-03-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study, developed in 2012, aimed to investigate the configuration of social interactions Contact established mixed by an individual with mild mental retardation, within a public school. . The problem was guiding: The social relations of the individual with mild mental retardation, while a brand body bearer invisible and socially ascribed, are affected by stigma to set a career morale in the school environment? We hypothesized that the stigma of mild mental retardation interferes negatively in social interactions in mixed contact the individual with mild mental retardation, established in the school, being raised from reconfigurations in how individual belongs to these relationships. These reconfigurations are proportionate to the level of degradation of self and marked by individual conflict before the social contact. As a research subject, we selected a 16 year old student of 8th year of elementary school in a public school of education, who was diagnosed with mild mental retardation and showed no brand visible body that could refer directly to the diagnostic that he had been charged. To collect data, we used the ethnographic record of observations of social relations of the research subject in school. The data obtained in the remarks passed by content analysis, from which, databus are four categories of analysis: Social Isolation, Social Search of Contact, Response to Social Contact and Reference to Stigma. These categories of analysis were problematized and discussed according to the theoretical framework of stigma, Goffman elaborated by considering also contributions from other authors in this area. The results show that social relations of the individual with mild mental retardation in school are marked by social isolation and non-recognition by peers and teachers. The influence of stigma in these relationships can be perceived surreptitiously with effects similar to that Goffman describes for individuals with a stigma immediately accessible to perception / O presente estudo, desenvolvido em 2012, teve por objetivo investigar a configuração das interações sociais de contato misto estabelecidas por um indivíduo com retardo mental leve, no espaço de uma escola pública. O problema norteador foi: As relações sociais do indivíduo com retardo mental leve, enquanto portador uma marca corporal invisível e socialmente atribuída, são afetadas pelo estigma de modo a configurar uma carreira moral no ambiente escolar? Tivemos como hipótese que o estigma do retardo mental leve interfere de maneira negativa nas interações sociais de contato misto do indivíduo com retardo mental leve, estabelecidas no espaço escolar, sendo manifestadas a partir de reconfigurações na maneira como indivíduo se insere nestas relações. Estas reconfigurações serão proporcionais ao nível de degradação do eu e marcadas pelo conflito individual diante do contato social. Como sujeito de pesquisa, selecionamos um jovem de 16 anos, estudante do 8º ano do Ensino Fundamental, em uma escola pública de ensino regular, que recebeu o diagnóstico de retardo mental leve e não apresentava qualquer marca corporal visível que pudesse remeter diretamente ao diagnóstico que lhe fora imputado. Para a coleta de dados, utilizou-se o registro etnográfico de observações das relações sociais do sujeito de pesquisa no espaço escolar. Os dados obtidos nas observações passaram por análise de conteúdo, a partir da qual, elencou-se quatro categorias de análise: Isolamento Social, Busca do Contato Social, Resposta ao Contato Social e Referência ao Estigma. Estas categorias de análise foram problematizadas e discutidas de acordo com o referencial teórico do estigma, elaborado por Goffman, considerando-se também as contribuições de outros autores de referência na área. Os resultados obtidos evidenciam que as relações sociais do indivíduo com retardo mental leve no espaço escolar são marcadas por isolamento social e não-reconhecimento por colegas e professores. A influência do estigma nestas relações pode ser percebida de maneira sub-reptícia com efeitos similares aos que Goffman descreve para indivíduos portadores de um estigma imediatamente acessível à percepção

Referentiell kommunikation innebär att kunna delge andra information så att de förstår, samt att själv förstå när man lyssnar och även att vara medveten om när man själv inte har förstått (Sonnenschein & Whitehurst, 1984). Genom en referentiell kommunikationsuppgift har lyssnaregenskaper inom referentiell kommunikation undersökts hos ungdomar med lindrig till måttlig utvecklingsstörning, samt en mentalt åldersmatchad kontrollgrupp. Snabb benämning (Rapid Automatized Naming) av enstaviga och flerstaviga ord har också testats, och huruvida samband mellan resultat i kommunikationsuppgiften och snabb benämning föreligger. För att mäta referentiella lyssnarförmågor har olika typer av efterfrågningar studerats, det vill säga hur individen uttrycker sig för att efterfråga mer information. Resultatet visar att kontrollgruppen producerar signifikant fler av efterfrågningstyperna begäran av utökad information och kontrollfrågor. Båda grupperna var mycket heterogena i kommunikationsuppgiften vad gäller antalet efterfrågningar hos varje individ. I målgruppen återfanns ett signifikant samband mellan efterfrågningstypen aningen-eller-frågor och långsam benämningshastighet av enstaviga ord. En klinisk implikation av resultatet i studien är att en del individer i målgruppen skulle kunna gynnas av träning i referentiell kommunikation.

The thesis deals with problems of disabled pupils'education financing at secondary schools. Its aim is to create the integral survey about the disabled pupils'schooling, to compare and analyse normative financing of the most expanded educational specialization in accordance with regions. Theoretical part includes national educational concepts and programs directed at handicapped pupils. Besides detailed characterization of the health troubles'single types there are also described institutial schooling and normative financing of handicapped pupils. There are the analysed reports of MŠMT (Ministry of education and youth's psychical education) about handicapped pupils at the research part. Charts and graphs contain datas of pupils in the Czech republic according to health trouble's type, number of pupils at special classrooms and of integrated pupils during 2007-2012. The inseparable component of the research there is survey of pupils'schooling in accordance with the schools'promoters. Conclusion is devoted to detailed comparison of normative financing of the most expanded educational specialization 65-51-E/01 Stravovací a ubytovací služby (The board and accommodational service) in the first place for mental disabled pupils and pupils suffering with developmental disorders of learning and behaviour.