Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is linked to Line Search Special Education Course of Master Program of Postgraduate Education at the Federal University of Santa Maria - UFSM that arose from the interest generated during the training in special education and participation in projects. Thus, the question that guided this research was how the process of identifying students with characteristics of High Abilities/Giftedness happens within the school / deaf community and the purposes for which the same? Accordingly, the overall objective was to discuss the effects that the process of identifying students with characteristics of High Abilities/Giftedness will produce within the school for deaf. The specific objectives were: a) organize and implement strategies for identifying students with High Abilities/Giftedness that take into account the experiences, language and expression of the deaf, b) discuss the process of identifying students with characteristics of High Abilities/Giftedness in the deaf community, examined the effects for the same c) to examine the perceptions of those involved in research on the students with High Abilities/Giftedness and the identification process. This research followed a qualitative approach, the type of case study therefore used as a base school, in the case, a school for deaf. The methodology was organized to achieve the process of identifying students with High Abilities/Giftedness school for deaf, involving the support of deaf people to adapt a list of items for observation in the classroom (GUENTHER, 2000), as well as the participation of teachers and students of the school, in other stages of the process. All steps were carried out on a journal in the field, leading to further appreciation of them. For data analysis, was performed a categorization, with appropriate highlighting of some aspects that are highlighted, among them, the deaf students identified with characteristics of High Abilities/Giftedness show features, attributes that can be evidenced in the school, taking into account the specificities of their language, culture, etc. and they can be observed at different times. It is important to emphasize that the identification process that allows these students to think about curriculum strategies to meet this demand, nurture opportunities for differentiated learning. Moreover, the educational context is surrounded by a larger network of relationships, which determine time and space in modernity. / O presente estudo está vinculado à Linha de Pesquisa Educação Especial do Curso de Mestrado do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria UFSM que surgiu a partir do interesse despertado durante a formação na área da Educação Especial e da participação em projetos. Dessa forma, a questão que guiou esta pesquisa foi como o processo de identificação de alunos com características de altas habilidades/superdotação acontece dentro da escola/comunidade surda e quais os efeitos para a mesma? Nesta perspectiva, o objetivo geral foi problematizar os efeitos que o processo de identificação de alunos com características de altas habilidades/superdotação vai produzir no espaço da escola de surdos. Os objetivos específicos foram: a) Organizar e implementar estratégias para a identificação de alunos com altas habilidades/superdotação que levem em consideração as vivências, a língua e a expressão dos surdos; b) Problematizar o processo de identificação de alunos com características de altas habilidades/superdotação nesta comunidade surda, averiguando os efeitos para a mesma; c) Analisar as percepções dos envolvidos na pesquisa quanto aos alunos com altas habilidades/superdotação e ao processo de identificação. Esta pesquisa seguiu uma abordagem qualitativa, do tipo estudo de caso, pois utilizou como base uma instituição escolar, no caso, uma escola de surdos. A metodologia foi organizada tendo em vista a realização do processo de identificação de alunos com altas habilidades/superdotação na escola de surdos, envolvendo o apoio de colaboradores surdos para adaptação de uma Lista de Itens para observação em sala de aula (GUENTHER, 2000), assim como a participação de professores e alunos da escola, nas demais etapas do processo. Todas as fases realizadas foram descritas em um diário de campo, que permitiu uma posterior apreciação dos mesmos. Para a análise dos dados, foi realizada uma categorização, sendo oportuno o destaque de alguns aspectos que se salientaram, entre eles, que os alunos surdos identificados com características de altas habilidades/superdotação demonstram traços, atributos que podem ser evidenciados no contexto da escola, levando em consideração as especificidades da sua língua, cultura, etc. e que estes podem ser observados em diferentes momentos. É importante destacar que o processo de identificação destes alunos possibilita que se possa pensar em estratégias curriculares para atender a esta demanda, oportunizando possibilidades de aprendizagens diferenciadas. Além disso, o contexto educacional está envolto por uma rede maior de relações, que determinam tempos e espaços na modernidade.

This study employs qualitative methods to explore the tensions experienced by deaf young people with hearing parents, hearing parents with little or no experience of deafness prior to the birth of their deaf children and language teachers with a lack of skills and knowledge of deafness in the implementation of an inclusive education system in Brunei Darussalam. The empirical evidence I used to develop and support my thesis involves data I have generated using a variety of data collection tools, and includes analysis of documents, interviews with 12 deaf people age 18-25 years old, 4 hearing parents and 4 teachers together with 8 hours of classroom observations. A thematic analysis was conducted to identify prevalent similarities in the participant’s responses. Underachievement among young deaf people was due to undeveloped language. Undeveloped language for communication is the major theme identified. This study argues that while certain barriers to participation in hearing inclusive classrooms and hearing environments may be being removed, perceptions of the deaf as being unable to communicate remain embedded in dominant disability discourse (Lang, 2001). The study’s conclusions are drawn within the context of proposing a framework for a holistic, integrated, community based educational support structure for Brunei Darussalam that meets the support requirements of deaf young people (DYP), parents and teachers within inclusive schools.

I denna undersökning intervjuades en skolledare, två tolkar, en lärare och två fokusgrupper med elever om sin syn på tolkning inom specialskolan. Data från de semistrukturerade intervjuerna analyserades enligt en kvalitativ innehållsanalys där liknande svar samlas i temagrupper. Tre teman valdes ut till resultat och dessa är: 1. Information om tolkning 2. Tolken som samordnare 3. Tolkens roll. Information om tolkning handlar om vilken information eleverna får och behöver ha för att tolkningen ska fungera. Tolken som samordnare utgår från Wadensjös (1998) syn på samordning som en reglering av det tolkade samtalet som tolken måste sköta. Tolkens roll undersöktes med främst Metzgers (1999) fundering kring huruvida tolken kan vara neutral. Resultatet pekar på att skolledare och lärare anser att eleverna får mycket information om tolkning, men det tycker inte eleverna själva. Tolkarna anser att mer information behövs för en förståelse för tolkprocessen. Tolkens roll, som neutral och samordnande, är tydlig för tolkar och elever, men inte när det är en lärare som tolkar. Tolkning inom specialskolan är något naturligt som sker ofta och som upplevs fungera till största delen väl när det är tolkar som utför uppdragen. / In this study, a principal, two interpreters, one teacher and two focus groups with students were interviewed about their views on interpretation in Swedish Schools for the Deaf. Data from semi-structured interviews were analyzed according to a qualitative content analysis where similar responses are organized into themes. Three themes were chosen for results: 1. Information concerning the interpretation 2. The interpreter as a coordinator 3. The interpreter's role. Information about interpretation is what kind of information the students receive in order for interpretation to work. By coordination the study assumes Wadensjö's (1998) view of coordination as a regulation of the interpreted conversation. The interpreter's role is examined primarily according to Metzger’s (1999) reflection of whether the interpreter can be neutral. The results indicate that the principal and the teacher believe students receive a lot of information about interpretation, but the students claim not to be given information. The interpreters also believe that more information is necessary for an understanding of the interpretation process. The interpreter's role as neutral and as a coordinator is clear to both interpreters and students, but not when a teacher is interpreting. Interpreting in Schools for the Deaf is something natural that occurs frequently and experienced to work well for the most part when interpreters are translating.

Denna studie undersöker teckenspråkiga elevers upplevelse av tvåspråkig undervisning där det förekommer tolkning. Det är en kvalitativ studie där totalt 14 elever från två olika specialskolor har deltagit i semi-strukturerade gruppintervjuer. Resultaten visar att lärare, assistenter och elever tolkar i skolan. Utbildade tolkar används sällan i undervisningen. En annan sak som framkommer är att resultaten mellan skolorna skiljer sig åt; på den ena skolan är eleverna nöjda och anser att lärarna har god språkkompetens, på den andra är eleverna mindre nöjda och anser att lärarnas språkkompetens brister. Vidare anser eleverna att det är fördelaktigt då en lärare tolkar för att de känner läraren, men lyfter fram att det ofta blir informationsbortfall. Eleverna anser utbildade tolkar vara en kvalitetssäkring. Dessutom visar resultaten att majoriteten av eleverna är negativt inställda till tolkning i undervisningen och anser att det inte ska behövas då lärarna ska vara tillräckligt språkkompetenta. En slutsats dras om att det är direkt olämpligt att elever har tolkat sin egen undervisning och att det är något som inte borde förekomma, samt att det vore intressant med fler kompletterande studier inom området, exempelvis en komparativ analys av specialskolan och en annan tvåspråkig skola och studera om tolkning förekommer där. / This study examines pupils who use sign language and their experience of bilingual education where there are instances of interpreted interaction. This is a qualitative study in which a total of 14 pupils from two different schools for the Deaf have participated in semi-structured group interviews. The results shows that teachers, assistants and pupils interpret in the school. Trained interpreters are rarely used in the education. Another thing that emerges is that the results between the schools differ; at one school, pupils are satisfied and believe that teachers’ have good language skills, at the other, pupils are less satisfied and believe that teachers’ language skills lack. In addition, the pupils believe that it is beneficial when a teacher interpret, because they know the teacher, but emphasize that it often results in information loss. The pupils consider trained interpreters to be a quality assurance. Furthermore, the results show that the majority of pupils are critical of that the school for the Deaf should have need for interpreted teaching, because the teachers would instead have sufficient language skills. A conclusion has been reached that it is inappropriate that pupils have interpreted their own teaching and that it is something that should not occur, and that it would be of interest with more complementary studies in the area, e.g. a comparative analysis of the school for the Deaf and another bilingual school to see if interpreting occurs at that school.

M.Ed. (Educational Linguistics) / The construct of this study consists of the perceptions and experiences of the teachers and students of initial reading at Sizwile School for the Deaf in urban South Africa. This investigation focuses on a Sub B class, in which Sign Language is the means of communication. The research design is exploratory and descriptive as it aims to explore, describe and clarify the children's apprehension of reading. This could yield new knowledge which is rooted in a specific and complex context. The process is conducted by means of a case study (monographic study) design which includes mostly qualitative methods for data collection. The rationale for this study is that respondents' personal (ernic) views, obtained from a "bottom-up" research mode could bring more light to the body of knowledge of deaf education in South Africa. Insufficient rigorous research, the lack of educational policy, lack of more input in South African curriculum for the deaf and limited cohesive instructional theory in South African deaf education motivated the researcher to initiate this investigation. The rationale of this stidy thus circulated from the theoretical and physical context of deaf education in South Africa, as well as the researcher's personal experiential knowledge as a teacher in the only school for the deaf around Soweto (a Black Township). The research question in this inquiry has been conceptualised in a maze of conflicting opinions and practices regarding the education of the deaf and the teaching of initial reading. The experiences, activities and perceptions of a single class within a school for the deaf was explored and described argumentatively in the light of contemporary theories on language, learning, reading and deaf education. Perspectives on learning to read are discussed in order to contextualise the individual's learning to read. Also included are theories of language and of learning, presented to provide a backdrop against which the practices in deaf education will be discussed. Language is subsequently discussed as medium of communication in the education process, with a closer focus on instruction in the first language (Sign Language) of the deaf child. The other part of the conceptual framework covers reading across the curriculum. The theoretical framework is presented as support structure for the research construct and also to problematise the research question (problem) from complementary angles.

Made available in DSpace on 2016-04-27T14:31:15Z (GMT). No. of bitstreams: 1 Katia Regina Conrad Lourenco.pdf: 1436350 bytes, checksum: 1f0de03509f13df09b0ce168bcf670de (MD5) Previous issue date: 2013-12-03 / This dissertation, shod in public policies of inclusive education, aims to investigate how far applicability of the same has been happening in a municipality in the State of São Paulo from the point of view of the Deaf student. The history of inclusive education presents major changes and transformations in the course of the history of this nation. Since the 19th century this proposal, together with its laws, guidelines, etc. are being organized, adapted and applied to Brazilian education. However, some events in the year of 2011 brought suspicions in relation to a possible subject oppressed in this process. At the beginning of the year above the Ministry of Education MEC demanded the closing of bilingual schools for Deaf People claiming social segregation of same. From there, struggles, protests and political events have happened and intensified by several regions of Brazil during the course of this year; acirrando the confrontation between an educational policy linguistic - Bilingualism: Libras is the mother tongue and Portuguese Language, second language - and an inclusive educational policy, by which the Deaf - not accepted as subjects of a cultural individuality - should study in regular schools and classes. This whole 2-2 emanates from an epistemological concern and the need for research. Therefore, to achieve the objective of this research, it has also been proposed: A) Present the historical trajectory, the key moments in favor of the education of the Deaf; b) Trace the legal and political advances of inclusion with focus on students with deafness; c) Check the inclusive education in practice with Deaf students; (d) Check what other surveys/ literatures have to contribute with this theme. In This way, were used as research instruments, the bibliographic research and observation in the field. It is believed that this research contributes to the debate and reflection on the real social inclusion of Deaf People / Esta dissertação, calcada nas políticas públicas da educação inclusiva, objetiva investigar como a aplicabilidade das mesmas vem acontecendo em um município no interior do Estado de São Paulo do ponto de vista do aluno Surdo. A história da educação inclusiva apresenta grandes mudanças e transformações no decorrer da histórica desta nação. Desde o século XIX essa proposta, conjuntamente com suas legislações, diretrizes etc, vem sendo organizada, adaptada e aplicada à educação brasileira. No entanto, alguns acontecimentos no ano de 2011 trouxeram suspeitas em relação a um possível sujeito oprimido nesse processo. No início do ano supramencionado o Ministério da Educação MEC exigiu o fechamento das escolas bilíngues para Surdos alegando segregação social dos mesmos. A partir daí, lutas, protestos e manifestações políticas aconteceram e se intensificaram por várias regiões do Brasil durante todo o decorrer deste ano; acirrando o confronto entre uma política educacional linguística Bilinguismo: Libras é a língua materna e Língua Portuguesa, segunda língua e uma política educacional inclusiva, pela qual os Surdos não aceitos como sujeitos de uma individualidade cultural devem estudar em escolas e classes regulares. Todo esse empate emana uma inquietação epistemológica e a necessidade de uma investigação. Portanto, para alcançar o objetivo dessa pesquisa, também se propôs: a) Apresentar a trajetória histórica, os momentos-chave em prol da educação do Surdo; b) Traçar os avanços legais e políticos da inclusão com foco nos alunos com surdez; c) Verificar a educação inclusiva na prática com alunos Surdos; d) Verificar o que demais pesquisas/ literaturas tem a contribuir com esse tema. Deste modo, foram utilizadas como instrumentos de investigação, a pesquisa bibliográfica e a observação em campo. Acredita-se que esta pesquisa contribui para o debate e reflexão sobre a real inclusão social dos Surdos