Made available in DSpace on 2016-04-18T21:11:07Z (GMT). No. of bitstreams: 2 Adriana Cristina Jorqueira1.pdf: 498209 bytes, checksum: 773ef73f5485d2e57da6f01cdf17dd19 (MD5) Adriana Cristina Jorqueira2.pdf: 3711545 bytes, checksum: badc27198d98592652fbd8755035fa5c (MD5) Previous issue date: 2006-08-08 / Fundo Mackenzie de Pesquisa / The improvement and the scientific search for new productions and research regarding the questions that accumulate of stocks the process of pertaining to school inclusion are each time more present, in the intention of better understanding and making possible together responsible action to the educational process of people with disability. Thinking about this, the present work intend to point out the importance of the support to the school, the professors and the students that they lives deeply this process, with the purpose to guarantee better conditions of participation and educational exploitation. For being extensive the different ways of intervention and support to the school, this work had as objective identify the expectations of the professors with relation to the performance of the physiotherapist in the proposal of pertaining to the school inclusion of students with physical disability with or without neurological deficiency to ratify the action of this professional at the moments of to play and motor activities in the school. The research was happened in Barueri City, in 14 schools of the Infantile Education, having the participation of 16 professors who was teaching for students with physical disability. The result of the research had been presented through quantitative analyses and qualitative analyses, from the application of a questionnaire for each participant. With the gotten results , it was identified the necessity of support to the schools, the professors and the students, since it does not have offered services and supports, and is many the difficulties of the professors in becoming accomplishes the participation of the students who present physical deficiency at the moments of to play and motor activities. The physiotherapist, according to expectations of the professors, can play important role in this challenge, being a professional capable to integrate a work in set with the professor in favor of the student who lives deeply the process of pertaining to school inclusion. / O aprimoramento e a busca por novas produções e pesquisas científicas a respeito das questões que abarcam o processo de inclusão escolar estão cada vez mais presentes, no intuito de melhor compreender e possibilitar ações responsáveis junto ao processo educacional de pessoas com deficiência. Pensando nisso, o presente trabalho salienta a importância do apoio à escola, aos professores e aos alunos que vivenciam este processo, com a finalidade de garantir melhores condições de participação e aproveitamento educacional. Por serem amplas as diferentes maneiras de intervenção e apoio à escola, este trabalho teve como objetivo identificar as expectativas dos professores com relação à atuação do fisioterapeuta na proposta de inclusão escolar de alunos com deficiência física com ou sem comprometimentos neurológicos, ressaltando a ação deste profissional nos momentos de brincadeiras e atividades motoras na escola. A pesquisa foi realizada no município de Barueri, em 14 escolas da Educação Infantil, tendo a participação de 16 professores que lecionavam para alunos com deficiência física. Os dados da pesquisa foram apresentados através de análises quantitativas e análises qualitativas, a partir da aplicação de um questionário para cada participante. Diante dos resultados obtidos, identificou-se a grande necessidade de apoio às escolas, aos professores e aos alunos, visto que não há serviços e suportes oferecidos, e são muitas as dificuldades dos professores em tornar efetiva a participação dos alunos que apresentam deficiência física nos momentos de brincadeiras e atividades motoras. O fisioterapeuta, segundo as expectativas dos professores, pode desempenhar importante papel neste desafio, sendo um profissional capaz de integrar um trabalho em conjunto com o professor a favor do aluno que vivencia o processo de inclusão escolar.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present thesis aimed at investigating the school practices created in the inclusion of students with autism, in Early Childhood education and Early Years of Elementary School, in municipal schools in Santa Maria/RS. The concept of school practices is understood as set of actions, developed by schools, which yields education. These actions include the pedagogical practices, the processes of socialization, and the pedagogical dynamics (organization of school time and spaces). In light of this, it was established a dialogue between the fields of Special Education and Psychoanalysis. The interlocution between these two areas lead to two basic theoretical assumptions. The first one is the understanding of child development as posited by Coriat and Jerusalinsky (1996), including the psychic subject. The second one is that, in autism, there are problems in the subjective constitution, which are highlighted in the manifestations observed in the school institution. This theoretical choice constitutes an attempt to escape the medical-educational model of Special Education, and the psychiatric discourse and its categories, which captures a significant range of subjects in the present days. In the operationalization of the investigation, the methodological framework was documental research, taking as object of analysis the pedagogical reports and plans of special educational services, elaborated by teachers of Special Education. In the methodological design, these documents were used as powerful narratives of the practices engendered in schools. The analysis of the data used the four theoretical axes of the Psychoanalytical Evaluation at Three Years of Age (PE3/AP3) as reference: the play and fantasy; the body and its image; the speech and the position of language; the manifestations in the face of the norms and position in relation to law. Besides the four reading operators of PE3, three new categories emerged from the narratives of the teachers during the analysis of the documents, namely, the spaces and times in the pedagogical dynamics, the figure of the professional of support, and the interaction with peers. Through the analysis of the documents, it was possible to observe that the orientations anticipated in the policies of school inclusion, of universal nature, were twisted when operationalized in school. Regarding the four axes, it was noticed that not all of them were contemplated in the narratives of the teachers, not only in the observations about the development of the students but also in the combination of school practices. In addition to that, it was verified that these axes are pertinent for carrying out the reading of the inclusion cases and may serve as guiding of the pedagogical interventions, allowing openings for the students to establish social ties and tell themselves at school and in life. It is concluded, from this study, that the school practices created in the inclusion of students with autism can be problematized through the four great theoretical axes of PE3, allowing the production of new senses in the schooling processes of these subjects. / A presente tese teve como objetivo investigar as práticas escolares produzidas na inclusão de alunos com autismo, na Educação Infantil e nos Anos Iniciais do Ensino Fundamental, em escolas municipais de Santa Maria/RS. O conceito de práticas escolares é compreendido como o conjunto de ações, desenvolvidas pelas escolas, que produzem a educação. Incluem-se nessas ações as práticas pedagógicas, os processos de socialização e a dinâmica pedagógica (organização dos tempos e espaços escolares). Tendo isso em vista, estabeleceu-se um diálogo entre os campos da Educação Especial e da Psicanálise. A interlocução entre esses dois campos levou a duas premissas teóricas básicas. A primeira delas é a compreensão do desenvolvimento infantil conforme postulado por Coriat e Jerusalinsky (1996), incluindo o sujeito psíquico. A segunda é a de que, no autismo, há problemas na constituição subjetiva, os quais se evidenciam nas manifestações observadas na instituição escolar. Essa escolha teórica se constituiu como uma tentativa de escapar ao modelo médico-pedagógico da Educação Especial e ao discurso psiquiátrico e suas categorias, o qual atualmente captura uma gama significativa de sujeitos. Na operacionalização da investigação, adotou-se como metodologia a pesquisa documental, tomando como materialidade de análise pareceres pedagógicos e planos de atendimento educacional especializado, elaborados por professoras de Educação Especial. No delineamento metodológico, apostou-se na potência desses documentos escolares como narrativas das práticas engendradas nas escolas. Para empreender a análise dos dados, utilizaram-se os quatro eixos teóricos da Avaliação Psicanalítica aos Três Anos (AP3) como referencial de leitura: o brincar e a fantasia; o corpo e sua imagem; a fala e a posição na linguagem; as manifestações diante das normas e a posição frente à lei. Além dos quatro operadores de leitura da AP3, três novas categorias emergiram nas narrativas das professoras durante a apreciação dos documentos, a saber, os espaços e os tempos na dinâmica pedagógica, a figura do profissional de apoio e a interação com os colegas. Por meio da apreciação dos documentos, foi possível observar que as orientações antecipadas nas políticas de inclusão escolar, de cunho universalizante, sofrem torções ao serem operacionalizadas na escola. No que se refere aos quatro eixos da AP3, constatou-se que nem todos foram contemplados nas narrativas das professoras, tanto nas observações sobre o desenvolvimento dos alunos quanto na articulação das práticas escolares. Além disso, verificou-se que esses eixos são pertinentes para realizar a leitura dos casos de inclusão e podem servir como orientação das intervenções pedagógicas, propiciando aberturas para os estudantes estabelecerem laço social e se dizerem na escola e na vida. Concluiu-se, a partir deste estudo, que as práticas escolares produzidas na inclusão de alunos com autismo podem ser problematizadas por meio dos quatro grandes eixos teóricos da AP3, possibilitando a produção de outros sentidos nos processos de escolarização desses sujeitos.

Ce travail de recherche s'intéresse à l'inclusion scolaire des élèves en situation de handicap et plus particulièrement aux élèves reconnus porteurs d'une dyslexie sévère. Ce sujet est, de nos jours, une réelle question sociale et un enjeu au sein de l'éducation nationale. En effet, depuis la loi du 11 février 2005 pour "l'égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées", l'inclusion scolaire, en milieu ordinaire, est un droit pour chaque personne en situation de handicap. Cette recherche prend comme objet d'étude les pratiques enseignantes ainsi que les conceptions des enseignants lorsqu'un élève dyslexique, reconnu handicapé, par la Maison Départementale des Personnes Handicapées (MDPH), est scolarisé au sein de leur classe. A partir de l'association de divers outils de recherche (entretiens, observations, recueil de données), il s'agit de voir en quoi la scolarisation d'un élève à Besoins Éducatifs Particuliers engendre une évolution des pratiques et des conceptions des enseignants sur leurs élèves ainsi que sur leur métier. Les résultats de cette enquête permettent de penser comment la corporation éducative évolue, modestement mais de façon concrète, par l'accommodation des pratiques enseignantes face à un public de plus en plus hétérogène. / This research work deals with the school inclusion of special needs pupils and more specifically those who have been recognized as severely dyslexic. This subject is, nowadays, a real social question and an issue facing the "National Education". Since the law of February 11th, 2005 on the "Equality of rights, opportunity, partication and citizenship of handicapped persons", school inclusion in normal environments has indeed been a right for each disabled person. This research focuses on the study of teaching practices as well as teacher's perceptions when a dyslexic pupil, recognized by the "Maison Départementale des Personnes Handicapées" as disabled, is enrolled in their class (MDPH : Support centers for disabled individuals located in each department in France). In combining several resarch instruments (interviews, observations, data collection), it shows the effect of how the schooling of pupils with special educational needs, generates and develops teaching pratices and teachers' perceptions of their students and their own profession. This investigation suggests how the educational corporate body is evolving, modestly but in a tangible way, by modifying teaching practices to better an increasingly heterogeneous public.

A brincadeira desempenha uma função significativa no desenvolvimento sociocognitivo infantil. No entanto, essa habilidade está prejudicada no caso de crianças com autismo. A teoria histórico-cultural demonstra a importância do adulto como mediador dos estímulos para o aprimoramento dessa habilidade nas crianças. Diante disso, o presente trabalho apresenta três estudos. O primeiro teve o objetivo de revisar criticamente a literatura sobre a brincadeira no campo do autismo e discutir seus resultados à luz da teoria histórico-cultural. Identificou-se uma escassez de estudos sobre a brincadeira de crianças com autismo em contexto brasileiro. Internacionalmente, o enfoque é dado, predominantemente, ao comprometimento da brincadeira simbólica, falhando em uma compreensão mais minuciosa do brincar que a criança é capaz de mostrar. Com isso, propôs-se um segundo estudo teórico que buscou discutir a função do educador no contexto de inclusão de crianças com autismo, a partir do conceito da mediação. Avaliou-se que se faz necessária a realização de estudos que investiguem quais estratégias de mediação junto a crianças com autismo são mais eficazes no contexto de inclusão. Por isso, o terceiro estudo teve como objetivo investigar a influência da mediação do educador na complexidade da brincadeira apresentada por crianças com autismo em contexto de inclusão na Educação Infantil. Para tanto, participaram deste estudo duas crianças com diagnóstico de autismo, que frequentavam a Educação Infantil em escolas regulares. De modo geral, os resultados demonstraram que a inclusão mostrou-se como um espaço favorável para a evolução na brincadeira das crianças com autismo, no sentido de uma maior organização e diversificação do repertório de ações. No entanto, a educadora mediou poucas situações com o objetivo de desenvolver a complexidade da brincadeira dessas crianças. / Play represents a significant role on child social cognitive development. However, this ability is impaired in children with autism. The historical-cultural approach demonstrates adult importance as a stimuli mediator to the improvement of these children’s ability. Therefore, this paper presents three studies. The first one aimed critically reviews the literature about play in the field of autism, and discuss these results on an historical-cultural perspective. It was identified the lack of studies about children with autism’s play in Brazilian context. Internationally, the focus was predominantly for the impairment of symbolic play, failing in a detailed comprehension about how is the play that the child is able to display. Thus, it was proposed a theoretical study aimed to discuss the teacher’s role in the context of autistic inclusion, based on mediation concept. It was analyzed it is necessary to carry out studies is necessary to investigate which mediation strategies with children whit autism are more effective in the context of inclusion. Thus, the third study aimed to investigate the influence of teacher mediation on play complexity presented by children with autism in the context of inclusion in Early Childhood Education. Two children with autism participated in this investigation, who attended early childhood education in mainstreams schools. Results indicated the school inclusion proved to be a favorable area for development in the play of children with autism, to larger actions organization and repertory diversification. Nevertheless, few situations with propose of enhance these children complexity play was mediated by teacher.

Orientador: Vera Lúcia Messias Fialho Capellini / Resumo: Atualmente no Brasil, a inclusão escolar nas classes comuns de educação básica está sendo assegurada por meio de políticas públicas que estão sendo desenvolvidas, no entanto, ainda há outros fatores que impedem todos os alunos de participarem ativa e criticamente da sociedade. Mostrando-se favorável a esse processo de inclusão, a Pedagogia Waldorf baseia-se em princípios de valorização das potencialidades do ser humano, propondo uma educação integral que visa o atendimento às necessidades de cada indivíduo. Dentre os alunos Público-Alvo da Educação Especial (PAEE), que estão sendo inclusos nas escolas regulares, há os com Transtorno do Espectro Autista (TEA), que devido à possíveis déficits no aspecto da comunicação, precisam de instrumentos que possam auxiliar no processo de aquisição da linguagem escrita. Dentro dessa temática, a presente pesquisa teve como objetivo geral descrever e analisar o processo inicial de alfabetização e letramento, considerando uma classe comum com um aluno diagnosticado com TEA, desenvolvido em contexto de Pedagogia Waldorf. Os objetivos específicos foram: a) descrever o efeito do desenvolvimento da habilidade consciência fonológica no processo de alfabetização e letramento desses alunos; b) avaliar a aplicabilidade de materiais produzidos e adequados/adaptados pela pesquisadora, para alunos com TEA; e c) ao final do estudo, como produto educacional, criar uma história social, em formato de livro ilustrado, paradidático, para crianças em fase ini... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Currently in Brazil, school inclusion in common basic education classes is being ensured through public policies that are being developed, however, there are still other factors that prevent all students from participating actively and critically in society. Showing itself favorable to this inclusion process, Waldorf Education is based on principles of valuing the potential of the human being, proposing a comprehensive education that aims to meet the needs of each individual. Among the Target Public of Special Education (PAEE) students, who are being included in regular schools, there are those with Autistic Spectrum Disorder (ASD), who due to possible deficits in the aspect of communication, need instruments that can assist in the process acquisition of written language. Within this theme, the present research aimed to describe and analyze the initial process of literacy and literacy, considering a common class with a student diagnosed with ASD, developed in the context of Waldorf Education. The specific objectives were: a) to describe the effect of the development of the phonological awareness skill in the literacy and literacy process of these students; b) evaluate the applicability of materials produced and adapted / adapted by the researcher, for students with ASD; and c) at the end of the study, as an educational product, create a social history, in the format of an illustrated, paradidactic book, for children in the initial phase of literacy. The research methodology w... (Complete abstract click electronic access below) / Mestre

Les robots de téléprésence sont proposés à des étudiants dont la maladie, l’hospitalisation ou la situation de handicap, empêche la présence physique en classe. La mise en place de cette technologie, s’inscrit dans une logique d’inclusion scolaire, visant une forme de présence de l’étudiant, dans un établissement scolaire ou universitaire dit « ordinaire ». Cependant, aucune étude préalable n’a été réalisée pour rendre compte des dimensions inclusives de cette technologie dans un contexte éducatif. La présence d’un étudiant, médiatisée par un dispositif de téléprésence, démultiplie les espaces d’interactions qui se trouvent situés dans des environnements à la fois physiques et numériques. En effet, l’étudiant utilisateur du robot de téléprésence, dispose de possibilités d’actions dans un environnement distant, qu’il produit à travers un environnement numérique. Cette situation inédite révèle des espaces potentiels de perception et d’action sur le monde et transforme la modalité de présence de l’utilisateur. L’objectif de cette recherche est de proposer une conceptualisation des enjeux de l’utilisation de ce dispositif, dans une visée d’inclusion scolaire. Il s’agit d’une théorisation qui est ancrée dans l’expérience vécue par des étudiants qui utilisent un robot de téléprésence pour des raisons de santé, afin de participer à leurs enseignements. La compréhension de ces expériences subjectives des utilisateurs, assure l’ancrage empirique de notre conceptualisation, dont les résultats mettent en avant les concepts centraux de perception et d’action, qui s’inscrivent dans le concept de présence. Ainsi, dans un contexte d’enseignement configuré en présentiel et médiatisé par un robot de téléprésence, l’inclusion scolaire de l’étudiant utilisateur, se rapporte à une renégociation perceptive réciproque, de la coprésence de l’utilisateur et de l’environnement distant. / Telepresence robots are offered to students whose illness, hospitalization or disability, prevents physical presence in the classroom. The implementation of this technology, is part of a logic of inclusive education, aimed at a form of presence of the student, in a school or university called "ordinary". However, no prior study has been done to account for the inclusive dimensions of this technology in an educational context. The presence of a student, mediated by a device of telepresence, multiplies the spaces of interactions which are located in environments both physical and digital. Indeed, the student user of the telepresence robot has the possibility of actions in a remote environment, which he produces through a digital environment. This unprecedented situation reveals potential spaces of perception and action on the world and transforms the modality of presence of the user. The objective of this research is to propose a conceptualization of the stakes of the use of this device, in a goal of inclusive education. It is a theorization that is rooted in the experience of students using a telepresence robot for health reasons, to participate in their teachings. The understanding of these subjective experiences of the users, ensures the empirical anchoring of our conceptualization, whose results put forward the central concepts of perception and action, which are part of the concept of presence. Thus, in a context of teaching configured face-to-face and mediated by a telepresence robot, the student's inclusion in the classroom, refers to a reciprocal perceptual renegotiation, the co-presence of the user and the remote environment.

The thesis deals with the issue of inclusion of pupils with impaired communication skills in selected elementary schools in Prague. The thesis summarises the findings of the professional literature on the impaired communication capacity and the possibilities of inclusive education. The aim of the thesis is to find out how the ideas of inclusion and joint education are applied in practice at selected school in Prague, in less than four years the decree (27/2016 Coll.) is in force. Whether and how the attitude of schools to pupils with impaired communication skills after leaving the primary school to secondary school differs. The thesis uses a method of qualitative research survey carried out in the form of a structured interview with parents of pupils with impaired communication skills. On the basis of the analysis of the data obtained from the survey carried out, there are proposed recommendations applicable in pedagogical practice. KEYWORDS impaired communication skills, inclusion, pupils, elementary school, secondary school

No description available.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Esta pesquisa tem por objetivo compreender as apropriações da atual política educacional de inclusão de alunos com necessidades especiais em classes regulares da rede estadual paulista. Para tanto, foi entrevistada uma educadora com experiência em educação especial e educação regular e que, em sua história profissional, já revelava disposição em incluir alunos usualmente tidos como inaptos a freqüentar as classes regulares. A partir do campo de relações entre Política de Educação Pública, História da Educação Especial Brasileira e história laboral da entrevistada, a análise do depoimento revela que a atual política de inclusão de alunos com necessidades especiais acaba por repor a exclusão escolar, principalmente, no interior das próprias instituições de ensino. A consciência contraditória da depoente aponta ainda para a constante ameaça de sufocamento da percepção das condições objetivas em que se dá a referida política. / The objective of this research is to reach and understanding of the appropriation of current educational practice regarding the inclusion of special needs students in regular classes in the São Paulo state education system. Therefore, I have interviewed a teacher with experience teaching both special needs and regular students, and from her experience, she revealed a willingness to include students normally considered to have disabilities in her regular classes. With regards the related fields of the public education system, the history of special needs education in Brazil and her professional experience, the analysis of her statement reveals that the current practice of the inclusion of students with special needs results in their exclusion from regular classes, principally, within the education system itself. Her contradictory opinion still points to the constant threat of suffocating the perception of the aforementioned practice.