The aim of this thesis is to clarify the contradictions in teaching practice that are reflected in teachers' statements about the education of pupils in need of special support at the government-run special schools in Sweden, especially from the perspective of inclusion. The contradictions are explored using Engeström’s model of Activity Systems. The following questions are addressed: 1) What aspects are highlighted by teachers as essential in the instruction of pupils in need of special support? 2) What opportunities and barriers to inclusive education can be seen in the teachers' statements? 3) How does a teacher of pupils with multiple disabilities collaborate with other teachers in the team? Sixteen teachers from all five regional special schools for the deaf and hard-of-hearing were interviewed. The theoretical insights of cultural-historical activity theory were utilized to analyze the transcriptions. The study shows that there are several contradictions in the Activity System model. Some specific findings are as follows: Communication with some pupils requires teachers to use several modalities, and teachers who do not have every day contact with these pupils, feel awkward in interaction. A consequence of this will be that teachers do not readily substitute for one another or divide labor equally as much as expected. More time is needed for lesson planning in cooperation with other teachers and assistants. It becomes necessary to modify materials for teaching which was time consuming. Special education groups are sometimes forgotten in plans of common activities by other school personnel. Key conclusions are: There needs to be a greater variation and flexibility in teaching methods for all students to make it easier for pupils in extra need of special support within special schools to be better included. There needs to be more interactions with those pupils and with personnel other than their teachers in order to decrease exclusion.

My essay begins with a story in which I portray different communicative situations at the preschool unit Myran. The children in my story are at an early stage of development and they all suffer from multiple disabilities which inhibit their ways of communicating. Through my story, I describe how I perceive different communication dilemmas in my work place. A difficulty I cover in my essay is how the educator knows if he or she has interpreted a child correctly when it does not have a verbal communication and therefore is completely dependent on the educators’ interpretations of its communication efforts. The purpose of my essay is to demonstrate the educator´s role in communication, and I want to highlight how children with multiple disabilities communicate. I also want to investigate how important communication is in a child´s learning process. The question I ask myself is how the communication between an educator and a multiply disabled child looks like and also what nature of communication is. The method I use is the essay form where my reflection takes up a large part. In my reflection I start from my experience-based story and by making use of literature addressing various theories of communication, I arrive at the conclusion that the educator has a decisive role for developing a child´s communication skill.

The thesis deals with problems of burnout among special educators working in special primary schools with students with multiple disabilities. There are defined basic concepts in the theoretical part of the work - burn-out syndrome, its symptoms, causes and stages of development. Separate chapters are devoted to the diagnosis of burn-out syndrome and prevention. Furthermore, the concept of a special educator and a multiple disability is explained in the theoretical section and a special primary school is described here. The practical part focuses on quantitative research into burn-out syndrome in two selected groups - special educators in special primary schools and teachers in ordinary primary schools. The results of the investigation are then compared with each other.

The purpose of this study was to examine the effects of the RAAP strategy on students with multiple disabilities and their ability to produce multi-symbol messages. Using a single-case, multiple probes across participants design, 4 students with multiple disabilities participated in this study. They were taught how to answer reading comprehension questions through the RAAP strategy and access to a communication/core board. Results indicated a functional relation between the RAAP strategy and the student’s multisymbol messages. Three of 4 students increased their multi-symbol messages and made progress with the intervention as it was planned. One student needed the intervention to be adapted before showing progress. All 4 students were able to increase their multi-symbol productions through the RAAP strategy. Future research needs to be carried out across multiple subjects and areas in the students’ natural environment. Implications for practice and limitations will also be highlighted.

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This thesis deals with the subjectively perceived problematical relationship between the employees of a day care centre (who are either professional caregivers or teachers) and clients or pupils with severe multiple disabilities. Examining this relationship and other selected problematical situations took place as part of short-term group work project using psychotherapeutic techniques. The group work facilitated a change in the relationship of the day care centre's employees with the clients. The research was conducted with a small group of probands from the Zahrada Integration Centre and from the Zahrádka Elementary School in Prague 3. The following professional methods have been used in the preparation of this thesis: an analysis of the relevant scientific literature, group work with a small group of probands using some elements of psychotherapy, a questionnaire survey, an analysis of records concerning the progression of problematical situations and data analysis of case studies. The findings of this thesis are that group sessions comprising elements of psychotherapy represented a supportive factor in regard to the perception of the problematical relationships of individual probands with their clients. Changes that occurred in these relationships were recorded either in the individual plans of social...

The diploma thesis is addressed to a developing of sensory perception of children educated as pupils with severe mental retardation and pupils with multiple disabilities. The thesis suggests their educational opportunities in the topic of "Man and their society". The thesis follows up all the senses and their developing, as well as it provides methodical support and suggests the ways of rendition and implementation into the educational reality. The research evaluates the improvement of sensory perception of four pupils during a two-year-long period. It proves a point that the systematical and long-term working with the pupils with severe mental retardation and pupils with multiple disabilities results in progress.

Made available in DSpace on 2016-12-06T17:06:59Z (GMT). No. of bitstreams: 1 Daniela B Prestes.pdf: 5940422 bytes, checksum: efbd27d7ed1b157341a9fb48050ac197 (MD5) Previous issue date: 2013-07-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Diversos estudos sobre a inclusão de crianças com deficiência na escola já foram realizados. Diante das questões estudas e das especificidades características da deficiência múltipla, constatou-se que existem poucas pesquisas que abordam a questão do desenvolvimento motor destas crianças no contexto escolar. Desta forma, o presente estudo procura avaliar a quantidade e a qualidade das oportunidades de estimulação motora presentes nos contextos vivenciais (familiar e escolar) e sua relação com o comportamento motor da criança com deficiência múltipla inserida na rede pública de ensino regular de Florianópolis. Foi realizado um estudo de caso, com uma criança do sexo feminino de 11 anos de idade, com diagnóstico de deficiência múltipla apresentando baixa visão, que frequentava o ensino fundamental da rede municipal de ensino de Florianópolis. Para avaliar as características biopsicossociais, clínicas e escolares do indivíduo do estudo foi utilizada uma ficha cadastral e avaliação multiprofissional disponibilizada pela escola. Para avaliar a funcionalidade do indivíduo do estudo, foi utilizado o protocolo Avaliação Pediátrica de Incapacidade (PEDI). A verificação das oportunidades de estimulação motora presentes no contexto familiar se deu pelo instrumento Affordances in the Home Environment Motor Development (AHEMD) e a verificação das oportunidades de estimulação motora presentes no contexto escolar, pelo instrumento Affordances in the School Environment Motor Development (ASEMD). As vivências motoras do indivíduo do estudo foram registradas a partir da gravação de vídeo, utilizando o protocolo de observação naturalística proposto por Ramalho (1996). Os resultados do estudo apontam que o indivíduo apresentava diagnóstico de deficiência múltipla, com sinais de déficit de atenção e hiperatividade (TDAH), estereotipias provavelmente secundárias à toxoplasmose congênita e afacia após catarata infantil. Verificou-se que o indivíduo do estudo era capaz de executar um pouco mais da metade das habilidades relacionadas ao autocuidado e à função social e todas as habilidades funcionais de mobilidade. Os resultados do questionário AHEMD apontaram que a classificação total para a casa do indivíduo do estudo foi média. Os itens espaço interior e variedade de estimulação foram avaliados como muito bons. Entretanto, o espaço exterior da casa foi avaliado como fraco e a provisão de materiais de motricidade fina e de materiais de motricidade ampla foram classificadas como muito fracas. A escola do indivíduo do estudo foi considerada ampla, oferecendo espaço externo e interno suficientes para estimulação motora. Contudo, a variedade de estimulação e a provisão de materiais de motricidade fina e materiais de motricidade grossa foi fraca. Com relação às vivências motoras no contexto escolar, ficou evidente o predomínio de atividades orientadas. Os movimentos realizados pelo indivíduo do estudo foram predominantemente segmentares, prevalecendo os movimentos manipulativos. As posturas sentado e em pé foram as mais adotadas pelo indivíduo do estudo. As interações do indivíduo do estudo se deram na maior parte do tempo com o professor e a disponibilidade de materiais e equipamentos foi bastante variada no contexto escolar. Diante dos resultados, foi possível contatar que tão importante quanto a quantidade de materiais e equipamentos, estão a variedade e a qualidade destes como fatores que influenciam o desenvolvimento motor do indivíduo. Além da disponibilidade de mais materiais e equipamentos, é necessário que haja tempo suficiente para que a criança explore os recursos existentes, sobretudo, é necessário que existam recursos humanos que favoreçam esta vivência.

Made available in DSpace on 2016-03-15T19:40:04Z (GMT). No. of bitstreams: 1 Andreza Batista Jones.pdf: 828904 bytes, checksum: af64688f9633335abad0ee50baa97f20 (MD5) Previous issue date: 2013-07-29 / The changes in the Brazilian educational system in recent decades have produced positive and negative results in the school inclusive process of pupils with special educational needs. This study aimed to identify the actions of social inclusion as perceived by families and educators of children with multiple disabilities in mainstream schools of a city in Minas Gerais. The participants were family members and teachers of five children with multiple disabilities. A qualitative and descriptive approach was adopted, utilizing semi-structured interviews with family members and teachers, following a script made previously. The research involved observations in the classroom and in recreational moments of children with multiple disabilities at school. After the interviews, the transcript of the statements was made, as well as the categorization of the most significant elements. Thus, two classes of categories were identified, one related to the perception of the family and the other related to the perception of the teachers. Among the categories related to the family we have: contact with colleagues, peer relationships, perception of learning.The categories generated from the perception of teachers are: experience, difficulties, positive and negative aspects, perception of learning, social inclusion. It was possible to verify that the reports of interviews and classroom observations indicated important factors regarding the social inclusion process of children with multiple disabilities, demonstrating incompatibility between the family members statements and the observations performed. In addition, exclusive social aspects were evidenced with some of the students observed. The teacher s statements identified that they do not have experience with disabled children and that there is a need for support in the classroom to meet the special educational needs of these children. The final product of the research led us to some suggestions: Access to the diagnosis of children with disabilities; Reduction of number of students in the classroom; To keep walker beside the children who have it; Insert teachers / educators in the classroom in order to meet the special educational needs of children with disabilities; Availability of specific and differentiated materials for each student included; Encourage and offer updated training courses for teachers; Communication between professionals / educators, for example, the professionals of Specialized Educational Service (A.E.E) should inform the teachers about the materials used and the work that is being developed with the disabled child so that there is continuity of them in the classroom; Communication between professionals of APAE and the educators/ teachers / psychopedagogue of the school that the child attends, To integrate the work developed in each of these locations and monitor the development of the child with disability; Placing students with disabilities in the middle of the classroom, and not isolated, as in the extreme rows, enabling, this way, greater interaction with peers; Give priority to those who wear glasses and have visual problems to sit in the first chair of the row; The teachers should allow greater socialization of children in the classroom; Better accessibility in the schools. / As transformações ocorridas no sistema educacional brasileiro, nas últimas décadas, têm produzido resultados positivos e negativos no processo inclusivo escolar dos alunos com necessidades educacionais especiais. O presente trabalho teve como objetivo geral identificar as ações de inclusão social na percepção dos familiares e educadores de crianças com deficiências múltiplas em escolas de ensino regular de uma cidade do interior de Minas Gerais. Os participantes foram os familiares e professores de cinco crianças com deficiências múltiplas. Adotou-se uma abordagem qualitativa, de caráter descritivo, utilizando entrevistas semiestruturadas com os familiares e com os professores, seguindo um roteiro formulado previamente. A pesquisa de campo envolveu observações em sala de aula e nos momentos recreativos das crianças com deficiências múltiplas no âmbito escolar. Após as entrevistas, a transcrição dos depoimentos foi realizada, bem como a categorização dos elementos mais significativos. Desta forma foram identificadas duas classes de categorias, uma relacionada à percepção da família e a outra relacionada à percepção dos professores. Dentre as categorias vinculadas à família tem-se: contato com os colegas; relacionamento com os colegas; percepção da aprendizagem. As categorias geradas a partir da percepção dos professores são: experiência; dificuldades; pontos positivos e negativos; percepção da aprendizagem; inclusão social. Pode-se verificar que os relatos das entrevistas e das observações em sala de aula apontaram fatores importantes no que diz respeito ao processo inclusivo social das crianças com deficiências múltiplas, demonstrando incompatibilidade entre os relatos dos familiares com as observações realizadas. Além disso, aspectos de exclusão social foram evidenciados em alguns dos alunos observados. Nos depoimentos dos professores identificou-se que eles não possuem experiência com crianças deficientes e que há necessidade de apoio em sala de aula visando atender às necessidades educacionais especiais destas crianças. O produto final da pesquisa nos levou a algumas sugestões: Acesso ao diagnóstico das crianças com deficiência; Redução de número de alunos em sala de aula; Manter o andador ao lado das crianças que o possuem; Inserir professores/educadores em sala de aula visando a atender às necessidades educacionais especiais das crianças com deficiência; Disponibilização de materiais específicos e diferenciados para cada aluno incluído; Incentivar e oferecer cursos de capacitação e atualização para os professores; Comunicação entre os profissionais/educadores como, por exemplo, os profissionais do A.E.E. que deveriam informar os professores sobre os materiais utilizados e o trabalho que está sendo desenvolvido com a criança deficiente para que haja continuidade dos mesmos em sala de aula; Comunicação entre os profissionais da APAE e os educadores/professores/psicopedagogos da escola que a criança freqüenta, para integrar os trabalhos desenvolvidos em cada um desses locais e acompanhar o desenvolvimento da criança com deficiência; Colocar os alunos com deficiência no meio da sala de aula, e não isolados, como nas fileiras extremas, possibilitando, assim, maior interação com os colegas; Dar prioridade para aqueles que usam óculos e possuem problemas visuais sentarem na primeira carteira da fileira; Os professores deveriam permitir maior socialização das crianças em sala de aula; Melhor acessibilidade nas escolas.

The topic of this thesis is spatial orientation and navigation in children with combined visual impairment. This study introduces different theoretical stages and compares different attitudes of families, teachers and counselors. Furthermore this study is to identify various levels of parents' awareness of this problem. Qualitative research based on interviews has been used for this observation. The objective of this thesis is to create an information brochure which should then serve as an aid and support for parents with visually impaired children. Such brochure should include basic information about spatial orientation and navigation, as well as it should share personal experience and relevant advice useful in daily life. Recent research suggests that parents of visually impaired children learn about these issues mainly from special education centers or Early Care. Materials obtained at said institutions were, according to research, insufficient. However the availability of these materials was satisfactory. Children with impairment need specific and individual approach and teachers, parents and counselors, when working with children with visual impairment, seem to often focus on different subjects.