General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom Sharon Ruth Stidham-Smith, Ph.D. The University of Texas at Austin, 2013 Supervisor: James L. Schaller This exploratory descriptive study was conducted to examine the perceptions of general public school teachers regarding inclusion of students with disabilities in their classroom. Instruments used to measure the concepts studied include an Inclusion Inventory followed by additional open-ended questions. A sample of general education public school teachers, who have had a child with a disability in their classroom, was recruited from a Texas regional school district. The research questions asked about the teachers' educational teams, their grade level assignment, and the number of years taught; followed by open ended questions that included the participants' definition of inclusion, their experiences and challenges, training in inclusion, and the concept of the general education teacher having sole responsibility for all the students in the class. Inclusion teams were found to be an important aspect of this study. The participants reported the success (or lack of success) of their inclusive classroom often depended on their inclusion team. In particular, special education coordination with vii administration support in finding solutions for unacceptable classroom behavior, time management, and class size. Many respondents felt further preservice and inservice training on how this support can be accomplished that includes administration as well as general and special education teachers was one avenue that could help realize an inclusive classroom that was beneficial to all. What exactly would be emphasized in this inclusion training was not stated. The inclusive practices and strategies discussed in this study require further research in order to determine what could be called a 'best practice' in the inclusive classroom. / text

Abstract   The purpose of this study was to examine how teachers in regular classrooms include pupils with special educational needs. I also wanted to find out what support teachers get of special education teachers, and the teaching perspective the teachers have when they work whit pupils. The teachers that have been interviewed and observed in this study work in regular classes.   This report is a qualitative study based on interviews and observations whit four teachers. The results indicate that the teachers are conscious of how they teach and their teaching strategies. The teachers agree that all students should be included in regular education, because learning occurs in the interaction between individuals. No one should be excluded from their regular classroom. But for students with special needs to receive an equal education, there should be more resources in the classroom. Special educators should be more involved in the regular teaching, to create conditions to a school for all pupils.     Keywords: Inclusion, pupils whit special educational needs, regular classroom teaching, special education, teaching strategies, a school for all.

Made available in DSpace on 2014-12-17T14:36:32Z (GMT). No. of bitstreams: 1 RosanaCG_DISSERT.pdf: 2327029 bytes, checksum: f9d8a2744667bf393eb6990e4ebebc9f (MD5) Previous issue date: 2011-04-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Inclusion of students with autism in regular education settings is a topic that has not been much explored by the national scientific literature. This matter is complex and, due to the extent of various aspects involved, it is essential to delimitate a focus of investigation. The direction taken by this study was to evaluate the effects of an intervention program in the communicative interactions between a student with autism and his teacher in a regular classroom. Data were collected in an elementary private school, located in the city of Natal, Rio Grande do Norte during the 2010 academic school year. The study included a teacher and a non-vocal, 10-year-old student diagnosed with autism. A quasi-experimental A-B research design was employed. During the intervention program the teacher was trained to use Naturalistic Teaching Strategies and Alternative and Augmentative Communication (AAC) resources to increase the frequency of interactions with the student during three classroom routines (entry time, snack and pedagogical activity). The results indicated qualitative and quantitative changes in the interactions of the dyad after the implementation of the intervention program. The student began to use pictograms to communicate with the teacher in two of the three routines investigated. The frequency of AAC use was also observed in the teacher‟s repertoire, especially when the student failed to understand gestures and words. The teacher positively evaluated the intervention program / A inclus?o de alunos com autismo em ambientes regulares de ensino ? um t?pico pouco explorado na literatura cient?fica nacional. O tema ? complexo e, em fun??o da amplitude dos aspectos envolvidos, delimitamos um recorte como alvo da presente investiga??o. A dire??o tomada por este estudo foi avaliar os efeitos de um programa de interven??o nas intera??es comunicativas entre um aluno com autismo e sua professora, no contexto da sala de aula regular. Os dados foram coletados em uma escola particular de Ensino Fundamental, localizada na cidade de Natal no estado do Rio Grande do Norte no decorrer do ano letivo de 2010. Participaram deste estudo uma professora e um aluno n?o-vocal de 10 anos com diagn?stico de autismo. A pesquisa utilizou delineamento quase experimental do tipo A-B (linha de base e tratamento). No programa de interven??o, a professora foi capacitada a empregar estrat?gias do Ensino Natural?stico (EN) e recursos da Comunica??o Alternativa Ampliada (CAA) para aumentar a frequencia de intera??es com o aluno durante tr?s rotinas da sala de aula (hora da entrada, lanche e atividade pedag?gica). Os resultados indicaram mudan?as qualitativas e quantitativas nas intera??es da d?ade ap?s o programa de interven??o. O aluno passou a utilizar os pictogramas para se comunicar com a professora em duas das tr?s rotinas investigadas. A frequ?ncia no uso da CAA foi, tamb?m, observada no repert?rio da professora, principalmente quando o aluno falhava em compreender gestos e palavras. A professora avaliou o programa de interven??o de forma positiva

Ce travail de didactique des mathématiques s'appuie sur le cadre de la Théorie des Situations Didactiques et s'intéresse à l'action conjointe des professeurs et des élèves dans un environnement numérique et à la dynamique que cette action conjointe engage. Il s'appuie aussi sur le cadre théorique de l'approche documentaire, qui complète et prolonge le cadre de l'approche instrumentale : les artefacts numériques présents dans cet environnement sont ainsi considérés comme des éléments du système documentaire des professeurs et des élèves. Considérant l'intégration de ces artefacts dans la classe ordinaire de mathématiques, nous mettons en évidence l'importance de moments particuliers, que nous nommons incidents didactiques, qui engagent des perturbations modifiant la dynamique de la classe. En développant cette notion d'incident didactique, nous construisons un cadre d'analyse permettant de mettre en évidence des phénomènes de genèse documentaire des enseignants et des élèves et d'en suivre les effets, à court ou à long terme, sur l'enseignement et l'apprentissage des mathématiques. Nous montrons que les incidents didactiques peuvent être, sous certaines conditions, des occasions de réorganisation locale et globale des connaissances pour le professeur dans le cadre de son enseignement ou pour l'élève dans son apprentissage des mathématiques / This work of mathematics education based on the framework of the theory of didactic situations, focuses on the joint action of teachers and students in a digital environment. We give an important place to the theoretical framework of documentary genesis, which complements and extends the scope of the instrumental genesis and considers artifacts as well as elements of the digital library system for teachers and students. In the general context of the use of technology in the regular classroom of mathematics, we seek to understand how the incidents are indicative of perturbations that change the dynamic of the class. In developing this notion of didactical incident, we build a framework to highlight the phenomena of documentational genesis of teachers and students and to monitor the short or long term eects on mathematics teaching and learning. We show that the didactical incidents, under certain conditions, oer opportunities for restructuring local and global knowledge for the teacher as part of his teaching or the student's learning of mathematics

A inclusão sócio-digital é uma das possibilidades que a educação inclusiva propõe para a atualidade. Nesse sentido, as Pessoas com Necessidades Educacionais Especiais (PNEEs) possuem o direito que os sistemas de ensino também se organizem para desenvolverem processos de inclusão. Diante disso, as salas de recursos e a Tecnologia Assistiva (TA) apresentam-se como alternativas possíveis e viáveis cedidas pelo governo federal para as escolas públicas. O objetivo dessa pesquisa foi analisar a percepção dos professores, da rede municipal de ensino das cidades de Caxias do Sul e Farroupilha, sobre o processo de inclusão escolar de alunos com deficiência, considerando as ações e o apoio da Sala de Recurso Multifuncional com a TA, na prática pedagógica. A abordagem da pesquisa foi qualitativa, usando-se do procedimento estudo de campo, para isso, o foco de investigação foi a integração das salas citadas utilizando a Tecnologia Assistiva no processo de desenvolvimento dos alunos, visando à inclusão escolar. Caxias do Sul possui 26 escolas e Farroupilha 10 escolas com os equipamentos cedidos pelo MEC para a estruturação da sala de recurso multifuncional, das quais foram selecionadas, para coleta de dados, 10 escolas de Caxias e 05 de Farroupilha. A coleta dos dados foi através de uma entrevista com o uso do questionário referente a pesquisa de opinião e observação. E para a análise dos dados coletados utilizou-se das categorias da Análise de Conteúdo. A base teórica desse estudo foi a Teoria Sócio-Histórica de Vygotsky, focalizando a Mediação e a Interação na prática e nas escolhas das ferramentas pedagógicas para a inclusão. Os resultados dessa pesquisa demonstram que na maioria das escolas investigadas, ferramentas classificadas como Tecnologia Assistiva, são desconhecidas pelos professores, por isso, muitas que foram enviadas pelo governo, permanecem em desuso. Questões como essa, são causa de preocupação dessa investigação, pois garantir que os recursos cheguem até as escolas públicas, já não é mais o suficiente, ou seja, não garante a realização do processo. É preciso a adaptação da sociedade, da escola e dos professores para superar as barreiras e efetivar uma verdadeira inclusão na escola e na sociedade. / Digital Inclusion is a member of the possibilities that offers inclusive education for today. In this sense, the People with Special Educational Needs (PNEEs) have the right to education systems are also organized to develop processes of inclusion. Therefore, the resource rooms and Assistive Technology (AT) present themselves as viable alternatives and provided by the federal government for public schools. The aim of this study was to observe and analyze the process of school inclusion of students with disabilities through the use of the tools available in the resource rooms multifunctional integrated technologies and their pedagogical practice in the classroom teaching in public schools in the cities of Caxias do Sul and Farroupilha. The research approach was qualitative, using field study of the procedure for this, the research focus was the integration of the rooms mentioned using Assistive Technology in the development process of the students, aiming at the inclusion school. Caxias do Sul has 26 schools and 10 schools with Farroupilha equipment granted by the MEC for the structuring of multi-functional resource room, which were selected for data collection, 10 schools Caxias and 05 Farroupilha. Data collection was through an interview using the questionnaire for the survey and observation. And to the analysis of data collected using the categories of content analysis. The theoretical basis of this study was to Socio-Historical Theory of Vygotsky, focusing on interaction and mediation practice and choices of pedagogical tools for inclusion. The results of this survey show that most of the schools surveyed, classified as assistive technology tools, teachers are unknown, so many that were sent by the government, remain unused. Questions like this are cause for concern in this investigation as to ensure that resources reach the schools, is no longer enough, does not guarantee the realization of the process. It requires the adaptation of society, school and teachers to overcome barriers and realize a true inclusion in school and society.

A inclusão sócio-digital é uma das possibilidades que a educação inclusiva propõe para a atualidade. Nesse sentido, as Pessoas com Necessidades Educacionais Especiais (PNEEs) possuem o direito que os sistemas de ensino também se organizem para desenvolverem processos de inclusão. Diante disso, as salas de recursos e a Tecnologia Assistiva (TA) apresentam-se como alternativas possíveis e viáveis cedidas pelo governo federal para as escolas públicas. O objetivo dessa pesquisa foi analisar a percepção dos professores, da rede municipal de ensino das cidades de Caxias do Sul e Farroupilha, sobre o processo de inclusão escolar de alunos com deficiência, considerando as ações e o apoio da Sala de Recurso Multifuncional com a TA, na prática pedagógica. A abordagem da pesquisa foi qualitativa, usando-se do procedimento estudo de campo, para isso, o foco de investigação foi a integração das salas citadas utilizando a Tecnologia Assistiva no processo de desenvolvimento dos alunos, visando à inclusão escolar. Caxias do Sul possui 26 escolas e Farroupilha 10 escolas com os equipamentos cedidos pelo MEC para a estruturação da sala de recurso multifuncional, das quais foram selecionadas, para coleta de dados, 10 escolas de Caxias e 05 de Farroupilha. A coleta dos dados foi através de uma entrevista com o uso do questionário referente a pesquisa de opinião e observação. E para a análise dos dados coletados utilizou-se das categorias da Análise de Conteúdo. A base teórica desse estudo foi a Teoria Sócio-Histórica de Vygotsky, focalizando a Mediação e a Interação na prática e nas escolhas das ferramentas pedagógicas para a inclusão. Os resultados dessa pesquisa demonstram que na maioria das escolas investigadas, ferramentas classificadas como Tecnologia Assistiva, são desconhecidas pelos professores, por isso, muitas que foram enviadas pelo governo, permanecem em desuso. Questões como essa, são causa de preocupação dessa investigação, pois garantir que os recursos cheguem até as escolas públicas, já não é mais o suficiente, ou seja, não garante a realização do processo. É preciso a adaptação da sociedade, da escola e dos professores para superar as barreiras e efetivar uma verdadeira inclusão na escola e na sociedade. / Digital Inclusion is a member of the possibilities that offers inclusive education for today. In this sense, the People with Special Educational Needs (PNEEs) have the right to education systems are also organized to develop processes of inclusion. Therefore, the resource rooms and Assistive Technology (AT) present themselves as viable alternatives and provided by the federal government for public schools. The aim of this study was to observe and analyze the process of school inclusion of students with disabilities through the use of the tools available in the resource rooms multifunctional integrated technologies and their pedagogical practice in the classroom teaching in public schools in the cities of Caxias do Sul and Farroupilha. The research approach was qualitative, using field study of the procedure for this, the research focus was the integration of the rooms mentioned using Assistive Technology in the development process of the students, aiming at the inclusion school. Caxias do Sul has 26 schools and 10 schools with Farroupilha equipment granted by the MEC for the structuring of multi-functional resource room, which were selected for data collection, 10 schools Caxias and 05 Farroupilha. Data collection was through an interview using the questionnaire for the survey and observation. And to the analysis of data collected using the categories of content analysis. The theoretical basis of this study was to Socio-Historical Theory of Vygotsky, focusing on interaction and mediation practice and choices of pedagogical tools for inclusion. The results of this survey show that most of the schools surveyed, classified as assistive technology tools, teachers are unknown, so many that were sent by the government, remain unused. Questions like this are cause for concern in this investigation as to ensure that resources reach the schools, is no longer enough, does not guarantee the realization of the process. It requires the adaptation of society, school and teachers to overcome barriers and realize a true inclusion in school and society.

A inclusão sócio-digital é uma das possibilidades que a educação inclusiva propõe para a atualidade. Nesse sentido, as Pessoas com Necessidades Educacionais Especiais (PNEEs) possuem o direito que os sistemas de ensino também se organizem para desenvolverem processos de inclusão. Diante disso, as salas de recursos e a Tecnologia Assistiva (TA) apresentam-se como alternativas possíveis e viáveis cedidas pelo governo federal para as escolas públicas. O objetivo dessa pesquisa foi analisar a percepção dos professores, da rede municipal de ensino das cidades de Caxias do Sul e Farroupilha, sobre o processo de inclusão escolar de alunos com deficiência, considerando as ações e o apoio da Sala de Recurso Multifuncional com a TA, na prática pedagógica. A abordagem da pesquisa foi qualitativa, usando-se do procedimento estudo de campo, para isso, o foco de investigação foi a integração das salas citadas utilizando a Tecnologia Assistiva no processo de desenvolvimento dos alunos, visando à inclusão escolar. Caxias do Sul possui 26 escolas e Farroupilha 10 escolas com os equipamentos cedidos pelo MEC para a estruturação da sala de recurso multifuncional, das quais foram selecionadas, para coleta de dados, 10 escolas de Caxias e 05 de Farroupilha. A coleta dos dados foi através de uma entrevista com o uso do questionário referente a pesquisa de opinião e observação. E para a análise dos dados coletados utilizou-se das categorias da Análise de Conteúdo. A base teórica desse estudo foi a Teoria Sócio-Histórica de Vygotsky, focalizando a Mediação e a Interação na prática e nas escolhas das ferramentas pedagógicas para a inclusão. Os resultados dessa pesquisa demonstram que na maioria das escolas investigadas, ferramentas classificadas como Tecnologia Assistiva, são desconhecidas pelos professores, por isso, muitas que foram enviadas pelo governo, permanecem em desuso. Questões como essa, são causa de preocupação dessa investigação, pois garantir que os recursos cheguem até as escolas públicas, já não é mais o suficiente, ou seja, não garante a realização do processo. É preciso a adaptação da sociedade, da escola e dos professores para superar as barreiras e efetivar uma verdadeira inclusão na escola e na sociedade. / Digital Inclusion is a member of the possibilities that offers inclusive education for today. In this sense, the People with Special Educational Needs (PNEEs) have the right to education systems are also organized to develop processes of inclusion. Therefore, the resource rooms and Assistive Technology (AT) present themselves as viable alternatives and provided by the federal government for public schools. The aim of this study was to observe and analyze the process of school inclusion of students with disabilities through the use of the tools available in the resource rooms multifunctional integrated technologies and their pedagogical practice in the classroom teaching in public schools in the cities of Caxias do Sul and Farroupilha. The research approach was qualitative, using field study of the procedure for this, the research focus was the integration of the rooms mentioned using Assistive Technology in the development process of the students, aiming at the inclusion school. Caxias do Sul has 26 schools and 10 schools with Farroupilha equipment granted by the MEC for the structuring of multi-functional resource room, which were selected for data collection, 10 schools Caxias and 05 Farroupilha. Data collection was through an interview using the questionnaire for the survey and observation. And to the analysis of data collected using the categories of content analysis. The theoretical basis of this study was to Socio-Historical Theory of Vygotsky, focusing on interaction and mediation practice and choices of pedagogical tools for inclusion. The results of this survey show that most of the schools surveyed, classified as assistive technology tools, teachers are unknown, so many that were sent by the government, remain unused. Questions like this are cause for concern in this investigation as to ensure that resources reach the schools, is no longer enough, does not guarantee the realization of the process. It requires the adaptation of society, school and teachers to overcome barriers and realize a true inclusion in school and society.

Les interventions proactives ou comportementales en classe sont reconnues empiriquement pour leur efficacité à améliorer le comportement ou le rendement scolaire des enfants ayant un TDAH (DuPaul & Eckert, 1997; Hoza, Kaiser, & Hurt, 2008; Pelham & Fabiano, 2008; Zentall, 2005). Or, l’écart entre les interventions probantes et celles retrouvées dans le milieu général de l’éducation souligne l’importance de répliquer les résultats d’études obtenus dans un environnement contrôlé dans un format de livraison réaliste. L’objectif principal de cette thèse est d’élaborer et d’évaluer un programme de consultation individuelle (PCI) fondé sur une démarche de résolution de problème et d’évaluation fonctionnelle, pour soutenir les enseignants du primaire dans la planification et la mise en œuvre cohérente des interventions privilégiées pour aider les enfants ayant un TDAH. D’abord, une recension des principales modalités d’intervention auprès des enfants ayant un TDAH est effectuée afin d’identifier les interventions à inclure lors du développement du programme. Par la suite, des solutions favorisant le transfert des interventions probantes à la classe ordinaire sont détaillées par la proposition du PCI ayant lieu entre un intervenant psychosocial et l’enseignant. Enfin, l’évaluation du PCI auprès de trente-sept paires enfant-enseignant est présentée. Tous les enfants ont un diagnostic de TDAH et prennent une médication (M). Les parents de certains enfants ont participé à un programme d’entraînement aux habiletés parentales (PEHP). L’échantillon final est: M (n = 4), M et PEHP (n = 11), M et PCI (n = 11), M, PEHP et PCI (n = 11). Les résultats confirment l’efficacité du PCI au-delà de M et M + PEHP pour éviter une aggravation des comportements inappropriés et améliorer le rendement scolaire des enfants ayant un TDAH. Par ailleurs, une augmentation de l’utilisation des stratégies efficaces par l’enseignant est observable lorsqu’il a à la fois participé au PCI et reçu une formation continue sur le TDAH en cours d’emploi. Les implications cliniques de l’intervention pour l’enfant ayant un TDAH et son enseignant de classe ordinaire sont discutées. / Classroom management interventions, such as behavior and academic strategies, are well-established interventions for improving social behavior and academic skills of children with ADHD (DuPaul & Eckert, 1997; Hoza, Kaiser, & Hurt, 2008; Pelham & Fabiano, 2008; Zentall, 2005). However, bridging the gap between research and practice raises the question of the practicality of interventions. Therefore, results from controlled studies need to be replicated in regular classrooms with a format that takes into account the practicality of the intervention. The aim of this research is to evaluate the effectiveness of a consultation-based program for teachers (CPT), using a problem-solving approach and a functional assessment to support elementary school teachers in the knowledge of the principles, design and implementation of classroom management evidence-based practices for children with ADHD. First, a review of the literature identifying the main interventions for ADHD children is presented. Then, the consultation-based program for regular class teachers involving solutions in the implementation of these evidence-based strategies in the classroom is detailed. Finally, the evaluation of the CPT implemented with thirty-seven child-teacher pairs is presented. All children were diagnosed as ADHD and received a stimulant medication treatment (M). The parents of some of these children had previously participated in a parent-training program (PTP). The final group composition is: M (n = 4); M + PTP (n = 11), M + CPT (n = 11), M + PTP + CPT (n = 11). Findings confirm the effectiveness of the CPT above and beyond M, and M + PTP to prevent the intensification of inappropriate behaviors and to improve academic performance of ADHD children. Results also indicate that teachers who participated in the CPT and had previous continuing education on ADHD showed a significant improvement of their classroom management strategies. Overall findings offer valuable information for discussing clinical implications for the psychosocial treatment of ADHD children.

No description available.