As escolas públicas têm procurado psicólogos da rede pública e particular para realizarem avaliações psicológicas em várias crianças com histórias de fracasso escolar. Muitas são as críticas já formuladas em relação às práticas da saúde, cúmplices da produção do fracasso escolar, que focalizam seu olhar na criança encaminhada culpando-a pelo seu fracasso. Essas críticas revelam que as causas desse fracasso são encontradas nos mecanismos institucionais e nas relações que perpassam o dia-a-dia das escolas públicas. Este trabalho tem como objetivo construir uma forma de avaliar e problematizar as relações, os campos de forças nos quais ocorrem os encaminhamentos de crianças para avaliação psicológica e descrever essa realidade. Foram-nos encaminhados 139 alunos de 22 escolas estaduais (da 14a DE-SP). O processo de avaliação, realizado nas escolas, consistiu em pesquisar a história escolar das crianças, as características de suas salas de aula, os bastidores do encaminhamento, as versões das professoras, pais e crianças, os efeitos das ações da escola sobre as crianças e a expectativa da escola em relação ao trabalho do psicólogo. Foram entregues relatórios sobre as crianças e as escolas contendo essas informações, nosso objetivo e concepções. Várias crianças encaminhadas eram consideradas \"lentas\" por suas professoras. Em 33,1% dos casos foi pedido laudo para enviar as crianças para a classe especial. A maioria dos encaminhamentos (88,4%) eram explicados, pelas professoras, através de mitos que foram problematizados com elas. A expectativa em relação ao trabalho foi que se realizasse uma avaliação individual da criança em 59,7% dos casos e um trabalho de interlocução com as professoras em 32,4%. Foi frequente o sentimento de incapacidade nas crianças e de solidão nas professoras. As justificativas utilizadas para enviar as crianças para avaliação estavam relacionadas em 18,0% dos casos a questões institucionais e em 82,0%, a motivos individuais. Destes últimos, 84,2% não apresentaram, durante nosso trabalho, as atitudes referidas pelas professoras como justificativas para o encaminhamento. A expectativa de uma avaliação individual da criança, a existência de mitos por parte das professoras e de problemas individuais nas crianças não impedem que o rumo de uma história escolar, que tende para a estigmatização, seja alterado. Há associação estatisticamente significante entre a possibilidade de discutir o trabalho com as professoras e a alteração das relações e histórias escolares. Foi possível problematizar a história escolar de 88,5% das crianças encaminhadas ao se criar estratégias para pensar os encaminhamentos, estabelecendo relações entre as várias versões, as expectativas e apropriações que vão se dando em relação ao trabalho, e as práticas e efeitos que elas encerram. Avaliar é algo que se dá em movimento, sempre produz efeitos. Problematizar a produção de um encaminhamento implica movimentá-lo. / The public schools have looked for psychologists of the public and private sectors to carry out psychological assessment in several children presenting a history of school failure. Many are the criticisms already formulated in relation to the practices of the health service, accomplices of the production of the school failure, which focus their attention on the child being advised, blaming her for the failure. These criticisms reveal that the causes of this failure are to be found in the institutional mechanisms and in the relations woven in the day-to-day of the public schools. The objective of this work is to build a form to assess and render as a problem the relations, the fields of forces, in which the children are referred to a psychological assessment and describe this reality. 139 students of 22 state schools have been directed to our care. The process of assessment, carried out in the schools, consisted in researching the school history of the children, the characteristics of their classrooms, the background for their being referred, the version of the teachers, parents and children, the effects on children of the actions taken by the school and the expectation of the school with regard to the work of the psychologist. Several children being advised were considered \"slow\"by their teachers. 33,1% of the cases an appraisal to send the children to a special class has been asked. 88,4% were explained, by the teachers, through myths which were rendered as a problem together with them. The expectation with regard to the work was that an individual assessment of the child be carried out in 59,7% of the cases and a work of interlocution with the teachers in 32,4%.. The feeling of incapacity in the children and loneliness in the teachers was frequently reported. The explanations used to send the children to an assessment were related in 18,0% of the cases to institutional issues and in 82,0% of the cases to individual reasons.Out of the latter, 84,2% did not present, during our work, the attitudes referred to by the teachers as accounting for their being advised. The expectation of an individual assessment of the child, the existence of myths on the teachers side and of individual problems in the children do not prevent that the destiny of a school history, which tends to stigmatization, be altered. There is statistically significant association between the possibility of discussing the work with the teachers and the alteration of relations and the school histories. It was possible to render as a problem the school history of 88,5% of the children advised by creating strategies to think the fact of their being directed, establishing relations among the several versions, the expectations and appropriations which occur in relation to the work, and the practices and effects they encompass. Assessing is something which happens in movement, it always yields effects. To render as a problem the act of referring a child to an assessment means to give movement to it.

ABSTRACT Migrant students face many challenges to their educational experiences due to the migratory lifestyle of their families as they seek employment in agriculture across state and school district lines. For migrant student with disabilities, these challenges are exacerbated. Migrant children with disabilities may be eligible and entitled to educational services from migrant education, special education, and ELL programs which are distinct federal programs coordinated as separate agencies. This exploratory study examined the extent to which, if any, collaboration exists within three Florida school districts' providing educational services to migrant children with disabilities through the migrant education, special education, and ELL programs. Data were collected through personal interviews with nine district level supervisors, one each per district: migrant education, special education, and ELL programs using a semi-structured interview protocol. Data were analyzed through a latent content analysis to identify, code, and categorize patterns (Mayan, 2009) regarding the extent to which, if any, supervisors collaborated when developing and coordinating educational services for migrant students with disabilities. Further, data were reviewed through document analysis provided by the participants or accessed through school, district, or state websites. Finally, the data from the interviews and document analysis were aligned with Gitlin et al. (1994) five-stage model for collaboration framework to determine the extent to which, if any, the characteristics of the five stages for collaboration exists for each district, and if not, the potential for them to be developed and lead to collaboration. The intent of this study was to explore current practice and use this knowledge to provide recommendations for future practice and scholarship regarding interagency collaboration between migrant education, special education, and ELL programs providing educational services to migrant students with disabilities. The findings for this study suggest that collaboration benefits students, programs and overall school systems. However, instilling a spirit and developing a culture of collaboration is challenging and requires direct deliberate and explicit work by the districts. Recommendations for research and practice are provided.

Through this study I have provided an understanding of what French immersion was like for children who left the program. I have considered an important aspect of the French immersion program that has been neglected in the research literature. My main research question was: What were the experiences of French immersion students who withdrew from their program during the elementary years? Subsequent questions included: How did they deal with repeated failure? How did they cope with the frustration? How did these failures and frustrations change after they left the French immersion program? How do they make sense of their experiences?<p>In this study, I listened to students voices to gain insights that lead to an understanding of how they make sense of what school was like for them during their years in French immersion. Using narrative inquiry, I focused on the lived, storied experiences of students who have not succeeded in a French immersion program. By listening to the students storied conversations, I have developed a deeper understanding of failed immersion experiences than that which is currently provided in the literature.<p>The six students in this study were aware of their lack of progress in the French immersion program and were unable to become active participants in the classroom community. The inability to become engaged further marginalized them as learners and led to the development of school stories about them. These school stories soon became designated identities with which the children had to cope. <p>By honoring the experiences of the students and including their voices, I have outlined information to aid educators to make decisions for more appropriate programming choices. This information demonstrates the need for timely intervention for some students to improve their school experience. Parents, teachers, and policy makers can then make decisions with the added knowledge provided by the students stories.

Through this study I have provided an understanding of what French immersion was like for children who left the program. I have considered an important aspect of the French immersion program that has been neglected in the research literature. My main research question was: What were the experiences of French immersion students who withdrew from their program during the elementary years? Subsequent questions included: How did they deal with repeated failure? How did they cope with the frustration? How did these failures and frustrations change after they left the French immersion program? How do they make sense of their experiences?<p>In this study, I listened to students voices to gain insights that lead to an understanding of how they make sense of what school was like for them during their years in French immersion. Using narrative inquiry, I focused on the lived, storied experiences of students who have not succeeded in a French immersion program. By listening to the students storied conversations, I have developed a deeper understanding of failed immersion experiences than that which is currently provided in the literature.<p>The six students in this study were aware of their lack of progress in the French immersion program and were unable to become active participants in the classroom community. The inability to become engaged further marginalized them as learners and led to the development of school stories about them. These school stories soon became designated identities with which the children had to cope. <p>By honoring the experiences of the students and including their voices, I have outlined information to aid educators to make decisions for more appropriate programming choices. This information demonstrates the need for timely intervention for some students to improve their school experience. Parents, teachers, and policy makers can then make decisions with the added knowledge provided by the students stories.

This is a study of the incidence of failure in Indian secondary education in Natal, in which academic performance was considered against the background of a number of variables such as socio-economic factors, family size, birth order, IQ, health, absenteeism, study and reading habits, parents' level of Western education, family income, participation in extra-curricular activities and certain behaviour and personality traits. A random sample of 1 787 pupils (1 092 boys and 695 girls) who wrote the Standard VII Academic Course examination in 1974 was selected from 16 Indian secondary schools in Natal. Data were obtained by administering a set of questionnaires to the pupils and the form-teachers. Data processing was done by the lCL computer service. The Chi-square statistical techniques was used to test for significance. The findings suggest that: (i) there are significant relationships between academic performance and the following variables: parents' level of Western education, religion, birth-order (especially among first-born boys) IQ and absenteeism; (ii) certain of the variables tested influenced the academic performance of the boys differently from those of the girls. These variables are family income, physical handicaps, reading habits and participation in extra-curricular activities. The trend was that these variables influenced the boys' performance more than the girls' performance. (iii) there were certain variables which were not significantly related to academic performance. These were: health of pupils, use of the library for borrowing books, fathers' occupation, having one's own room, family size, language commonly spoken at home and the number of times the pupils were transferred from one school to another Finally certain recommendations are suggested with a view to reducing failure at school. / Thesis (M.Ed.)-University of Durban-Westville, 1978.

This study attempts to answer the question of why some children fail while others succeed in the first year of school when they appear to have at least average abilities and to come from family environments which seem, on the surface at least, to provide similar developmental opportunities. The researcher observed in ten, four-year-old children's homes over a period of four days for each child and followed these intensive home observations with three-monthly, informal interviews with adult family members. Each child was observed in school intensively, on entry to school and every three months following entry until six years of age. Informal interviews were conducted with the class teachers every three months. During the 'intensive' home and school observations continuous hand-written narrative recordings of natural communication incidents were made of all the oral language and activities of the focal child, and of the language and activities of other children and adults when what they said and did was in the vicinity of the focal child. Notes were made of the location, atmosphere, body language, people present, and focal objects throughout the time of the observations. Field notes were made each night after every home, school or pre-school visit. Each child was tested with a battery of tests on entry into school at five years, at five-and-a-half years and at six years. The gathering of these different data meant a wide variety of information about the child's total ecological environment was gathered. A variety of ways for examining the data for a relationship between the behaviours and social experience of the child which occurred at home and measures of achievement in school were explored. These included a variety of language variables (e. g. exposure to question types, statement types, amount of talk) and measures of variables related to socia-economic status and home environmental factors (e.g. the HOME Scale, Caldwell & Bradley, 1979). Al though some of these variables were significantly correlated with school achievement, it was not clear that the problem of why some children succeeded in school while others failed had been satisfactorily solved. A more detailed analysis of the data was carried out which differed from most other psychological or educational studies in that it focused on the underlying structures of the natural socio-linguistic patterns of interaction in both home and school first year classrooms. The task was to describe observable social interaction in terms of the underlying structures which characterised the home subcultural experience of the children and the sub-cultural learning (acculturation) required of the children in order to successfully adapt to the school environment. The theory generated to explain this complex problem was adapted from a theory sometimes termed script theory, or schema theory. It was developed into a framework which could deal with both children's present school experience and the children's past experience of the structure of meaningful social interactions. The results showed that the underlying structure of patterns of interaction (schema) which the children brought with them from home to school did indeed cause failure for some children at school. The children's experience of patterns of interaction in the homes which were like school patterns of interaction correlated 0.91 with achievement in school. The greater the variety of school-like patterns of interaction occurring in the homes the greater a child's achievement rate was likely to be. This study has implications for classroom organisation, for the structure of classroom patterns of interaction and for young people who come from home ecological environments which are significantly different from the present classroom environment. It is argued that children are our nation's most important resource and we need to examine with great care what we are doing to promote alternative classroom environments.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 27, 2007) Vita. Includes bibliographical references.

Thesis (Ph.D.)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Educational Studies. Title from title-page of electronic thesis. Bibliography: leaves 191-202.

Orientador: Zilda Maria Gesueli Oliveira da Paz / Dissertação (mestrado profissional) - Universidade Estadual de Campinas. Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-15T09:26:44Z (GMT). No. of bitstreams: 1 Barbosa_AdrianaElizabethVilellaFernandes_M.pdf: 902384 bytes, checksum: ba12bfedd8fd4d5a4b9442d5ee620426 (MD5) Previous issue date: 2010 / Resumo: Uma das maiores preocupações no contexto educacional em nosso país, hoje, diz respeito ao fracasso escolar. Para estabelecer uma proposta de intervenção eficaz nos problemas de aprendizagem, tem se recorrido à interlocução entre as áreas da educação e da saúde. O número elevado de alunos encaminhados ao serviço de saúde mental é um indicador de que a reflexão sobre a relação saúde/escola deve ser aprofundada. Pais, professores e profissionais da saúde têm cada um a sua maneira, buscado estratégias para que o sucesso escolar seja alcançado, as quais se dão com ações isoladas de intervenção e que não têm alterado significativamente o desempenho escolar desses alunos. O objetivo da pesquisa foi estudar a trajetória de cinco alunos da rede municipal da região metropolitana de Campinas, encaminhados a atendimento na área da saúde, com queixas de dificuldade de aprendizagem, buscando analisar a interlocução saúde/escola e a dinâmica interdisciplinar que permeia esses casos. A abordagem metodológica escolhida foi o estudo de caso. A coleta de dados resultou da análise de prontuários e entrevistas semiestruturadas com professores e profissionais da saúde. A interpretação dos dados nos faz concluir que a relação saúde/escola não está de todo estabelecida e o estudo dos cinco casos apresentados neste trabalho indica que ambas as áreas (saúde e educação) percebem a necessidade de maior integração entre elas, mas se acomodam ao modelo gerencial existente, o qual não propicia um trabalho mais sistemático e interdisciplinar. / Abstract: One of the greatest concerns of the educational context in our country today regards to school failure. In order to establish an efficient intervention proposal about learning problems, both education and health fields have been connected together. The great number of students sent to mental health service is an indicator that the study over the health/school relationship needs to be deepened. Parents, teachers and health professionals have, in their own way, sought strategies to school success achievement, through isolated intervention actions that have not significantly helped increase these students? performance. The purpose of this survey was to study the course of five students from public school from the metropolitan area of Campinas, sent for health service for learning difficulties, seeking to analyze the interconnection between health and school and the interdisciplinary dynamic surrounding these cases. The methodological approach chosen was the case study. The data collection resulted from the analysis of semi-structured records and interviews with teachers and health professionals. It can be concluded that the relation between health and school is not at all established and the investigation of the five cases described in this work indicates that both educational and health care fields are aware of their need of a better integration of the two fields. However, both of them are settled in the current model of management, which does not allow a more systematic and interdisciplinary work. / Mestrado / Interdisciplinaridade e Reabilitação / Mestre em Saúde, Interdisciplinaridade e Reabilitação

Orientador: Maria Aparecida Affonso Moyses / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-11T03:10:10Z (GMT). No. of bitstreams: 1 Teixeira_YnayahSouzadeAraujo_M.pdf: 1653324 bytes, checksum: efd704a8f25b9fa8848a97ae86d7aebf (MD5) Previous issue date: 2007 / Resumo: Esta pesquisa refere-se a crianças rotuladas como doentes, por não aprenderem, por serem imaturas, por não terem limites, por não pararem quietas, por serem indisciplinadas... Crianças que, após receberem pretensos diagnósticos/rótulos, tendo como referencial o senso comum e preconceitos estabelecidos, sem embasamento científico, são encaminhadas para avaliações médicas e psicológicas, que legitimam sua ¿incapacidade¿, limitam suas possibilidades de desenvolvimento e as tornam prisioneiras de rótulos e marcas, não lhes restando alternativas a não ser incorporar o estigma a elas atribuído. Quando a instituição escola não consegue ensinar seus alunos, inicia-se, na maioria das vezes, o processo de medicalização do processo ensino-aprendizagem e da própria criança. A partir desse momento, as dificuldades já não são mais da instituição, pois transformadas em ¿defeitos¿ dos alunos; fabricam-se ideologicamente ¿doenças¿ que seriam as pretensas causas do fracasso escolar. A pesquisa fala das possibilidades colocadas pelo trabalho pedagógico de se abrir espaços para o acontecer destas crianças como sujeitos históricos, sociais e culturais, possibilidades alicerçadas no fato de que os significados das representações, vivenciadas em todos os espaços da vida cotidiana, são construções sociais que se transformam historicamente e que são apreendidas pelos sujeitos / Abstract: This research refers to children labeled as sick, for not learning, being immature, not abiding to limits, not staying quiet, being undisciplined¿ Children that, after receiving alleged diagnostics, based on common sense or established preconceptions (prejudices), lacking of scientific foundations, are sent for medical and psychological evaluations, which only legitimize their ¿incapacity¿, limit their possibilities of development and make them prisoners of labels, marks, giving them no alternative other than to incorporate in themselves the stigma attributed to them. When the school is uncapable of teaching its pupils, there begins a process of medicalization of the process of teaching and a learning and of the children, most of the time. From this moment on, the difficulties are no longer the school¿s, they are instead turned into the pupils'¿defects¿: ¿illnesses¿ are then ideologically created, that allegedly account for the children¿s failures at school. This project addresses the possibilities of just making (giving) room for these children, that they can happen as subjects ¿ historical, social and cultural subjects; these possibilities are founded in the fact that the meanings of the representations that are experienced in every space of the daily life, are social constructions that are transformed historically and are so apprehended by the subjects / Mestrado / Saude da Criança e do Adolescente / Mestre em Saude da Criança e do Adolescente